Test Administration Manual - sd.portal.airast.org · computer adaptive test (CAT) for ELA, Math, or Science. Online, Summative, Test Administration Manual 6 1.0 OVERVIEW OF THE SOUTH

South Dakota’s Online, Summative, Test Administration

Manual

English Language Arts/Literacy, Mathematics, and Science

Published: February 06, 2020

©2019 Cambium Assessment

©2019 Smarter Balanced Assessment Consortium

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TABLE OF CONTENTS

South Dakota Assessments Customer Service ....................................................................... 5

1.0 Overview of the South Dakota Assessments .................................................................... 6

1.1 About the Tests .............................................................................................................. 6

1.2 About the Smarter Balanced Assessment Consortium ....................................................... 6

1.3 Test Administration Roles and Responsibilities ................................................................ 6

1.3 Non-Disclosure Agreement ............................................................................................. 8

1.4 Training ......................................................................................................................... 8

2.0 Test Administration Resources ....................................................................................... 9

2.1 Summative Assessment Administration Resources .......................................................... 9

3.0 Ensuring Test Security ....................................................................................................12

3.1 Security of the Test Environment ...................................................................................12

3.2 Secure Handling of Printed Materials ..............................................................................14

4.0 Responding to Testing Improprieties, Irregularities, and Breaches ..............................16

4.1 Impact and Definitions ...................................................................................................16

4.2 Reporting Timelines and Activities .................................................................................16

4.3 Test Security Required Action Steps ...............................................................................17

4.4 Test Security Incident Log ..............................................................................................18

5.0 Appeals ...........................................................................................................................19

5.1 Online System Appeals Types .........................................................................................19

5.2 Retake Opportunity .......................................................................................................23

6.0 Technology Infrastructure .............................................................................................24

6.1 Technology Resources ...................................................................................................24

6.2 The Secure Browser .......................................................................................................24

7.0 General Test Administration Information ......................................................................25

7.1 Assessment Participation ...............................................................................................25

7.2 General Rules of Online Testing ......................................................................................26

7.3 Testing Time and Recommended Order of Administration...............................................28

7.4 Sensitive Responses .......................................................................................................33

8.0 Universal Tools, Designated Supports, and Accommodations .......................................35

9.0 Prior to Test Administration ..........................................................................................38

9.1 Establishing Appropriate Testing Conditions ..................................................................38

9.2 Tasks to Complete Prior to Administration .....................................................................39


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10.0 Day of Test Administration...........................................................................................42

10.1 Starting a Test Session .................................................................................................42

10.2 Testing Over Multiple Sessions or Days .........................................................................52

11.0 Following Test Administration .....................................................................................53

11.1 Destroying Test Materials ............................................................................................53

11.2 Reporting Testing Improprieties, Irregularities, and Breaches .......................................53

Appendix A: Frequently Used Terms ....................................................................................54

Appendix B: Item Types ........................................................................................................61

Appendix C: Secure Browser for Testing ..............................................................................63

Appendix D: Practice and Training Tests .............................................................................66

Appendix E: Computer Adaptive Test Pause Rule Scenarios ...............................................68

Appendix F: Test Security Chart ...........................................................................................69

Appendix G: Multiplication and 100s Number Table (Math), Periodic Table (Science) ......71

Appendix H: District administrator and Assessment Coordinator Checklist .......................73

Appendix I: School Coordinator Checklist ............................................................................77

Appendix J: Teacher and Proctor Checklist ..........................................................................82

Index .....................................................................................................................................89


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LIST OF TABLES

Table 1: User Roles in the Online Testing System ......................................................................................................... 6 Table 2: Manuals ........................................................................................................................................................................ 9 Table 3: Training Modules .................................................................................................................................................. 10 Table 4: Other Resources .................................................................................................................................................... 11 Table 5: Requirements of the Test Environment ....................................................................................................... 12 Table 6: Definitions for Test Security Incidents ......................................................................................................... 16 Table 7: Online System Appeals Types Available in TIDE ....................................................................................... 19 Table 8: Estimated Testing Times for Smarter Balanced ELA and Math Assessments in South Dakota 29 Table 9. Estimated Testing Times for the Science Assessments in South Dakota .......................................... 29 Table 10: Assessment Sequence—ELA ........................................................................................................................... 31 Table 11: Assessment Sequence—Mathematics ......................................................................................................... 32 Table 12: Definitions for Universal Tools, Designated Supports, and Accommodations ............................ 36 Table 13: Additional Required Resources for ELA and Math ................................................................................. 38 Table 14. Additional Required Resources for Science .............................................................................................. 39 Table 15: Frequently Used Terms .................................................................................................................................... 54 Table 16: Item and Scoring Types .................................................................................................................................... 61 Table 17: Right-Click Context Menu ................................................................................................................................ 62 Table 18: Secure Browser Error Messages ................................................................................................................... 63 Table 19. Secure Browser Force-Quit Commands for Desktop Computers ...................................................... 64 Table 20. Secure Browser Force-Quit Commands for Mobile Devices ............................................................... 64


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South Dakota Assessments Customer Service

The South Dakota Assessments Gateway at https://sd.portal.airast.org/ is the home for all online administration information. If a school or district requires information on paper/pencil administration, please contact the SD Department of Education.

For questions regarding the online testing system or for additional assistance, please contact the South Dakota AIR Assessments Help Desk at 1-855-838-8378 or [email protected].

The Help Desk is open from 6am to 6pm CT. During these hours, staff will respond promptly to calls.

The Help Desk may be contacted for situations and questions that include the following:

1. Testing environment down or unavailable; user accounts not available or users not able to administer tests;

2. Student information incorrect or missing;

3. Loading student settings into the Test Information Distribution Engine (TIDE);

4. Appeals functionality in TIDE;

5. Preparing for online testing—downloading the secure browser, voice packs, etc.;

6. Tests showing as available to students when they log in to begin testing;

7. Password resets for State, district, and school users;

8. Settings not presenting as intended; and/or

9. Test Security incidents.

When contacting the Help Desk, provide the representative with as much detail as possible about the issue(s) encountered and the system on which it occurred. This should include the following:

• type of device being used for the test;

• any error messages that appeared (code and description);

• operating system and browser information;

• network configuration information;

• your contact information for follow-up, including email address and phone number; and

• any relevant and authorized student and school information, including statewide student identifier (SSID), grade level, content area, and performance task (PT) for ELA/Math or computer adaptive test (CAT) for ELA, Math, or Science.

https://sd.portal.airast.org/

mailto:[email protected]


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1.0 OVERVIEW OF THE SOUTH DAKOTA ASSESSMENTS

1.1 About the Tests

The Smarter Balanced summative assessments are available in ELA/literacy and mathematics to students in grades 3–8 and high school. Each content area of the online test consists of a computer adaptive test (CAT) as well as a performance task (PT).

The South Dakota summative assessments in General Education Science are available to students in grades 5, 8, and 11. The online tests consists of a computer adaptive test (CAT) covering content in the Physical Science, Life Science, and Earth and Space Science disciplines associated with South Dakota Science Standards. For information about the Science Alternate Assessment, refer to South Dakota Science Alternate Assessment Test Administration Manual.

1.2 About the Smarter Balanced Assessment Consortium

The Smarter Balanced Assessment Consortium is a member-led consortium that developed next-generation assessments aligned to the Common Core State Standards in English language arts (ELA)/literacy and mathematics that accurately measure student progress toward college- and career-readiness. For more information about the Smarter Balanced Assessment Consortium, go to www.smarterbalanced.org.

1.3 Test Administration Roles and Responsibilities

Users roles and responsibilities for the tests are provided in Table 1.

Table 1: User Roles in the Online Testing System

User Role Description

State User (State) State Users (State) will be responsible for:

• adding other District Administrators (DAs) or Assessment Coordinators (ACs) (if needed) into TIDE;

• reviewing and resolving test security incidents as submitted by ACs;

• approving appeals for resets, reopens, restores, or invalidations;

• coordinating with Smarter Balanced; and

• adding and modifying student information into the TIDE system if there are delays with processing updates from INFINITE CAMPUS.

Initial State User assignment is managed by South Dakota Project Team, then State Users can then add other users.

District Administrator (DA)

District Administrators (DA) may be assigned by a State User. DAs are responsible for the following:

• adding ACs into TIDE;

• If assigned, an DA can upload/modify district student records in TIDE as well as complete any of the responsibilities required by ACs.

Assessment Coordinator (AC)

Note: If ACs do not have a testing role in

ACs are responsible for the following:

• adding school-level users into TIDE;

http://www.smarterbalanced.org/


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your state/territory, AC duties must be explicitly assigned and/or undertaken by appropriate DA or school staff.

• ensuring that the SCs and TEs/PRs in their districts are appropriately trained regarding the Science and Smarter Balanced assessment administration and security policies and procedures;

• reporting test security incidents to the state via TIDE Appeals module; and

• general oversight responsibilities for all administration activities in their district schools.

School Test Coordinator (SC)

Note: An SC can be a principal, vice principal, technology coordinator, counselor, or other staff member. If possible, SCs should be people with non-instructional or limited instructional duties so that they can coordinate and monitor testing activity in the school.

SCs are responsible for:

• identifying PRs and ensuring they are properly trained;

• coordinating with TEs/PRs so they administer all assessments;

• entering and/or verifying test settings for students;

• creating or approving testing schedules and procedures for the school (consistent with state and district policies);

• working with technology staff to ensure that necessary secure browsers are installed, and any other technical issues are resolved;

• monitoring testing progress during the testing window and ensuring that all students participate, as appropriate;

• addressing testing problems and reporting them to the AC, as needed;

• mitigating and reporting all test security incidents in a manner consistent with South Dakota, Smarter Balanced (for ELA/Math only), and district policies; and

• general oversight responsibilities for all administration activities in their school and for all TEs/PRs including running reports in TIDE to track summative test participation.

Teachers (TEs)

Note: The Smarter Balanced and Science assessments should be administered by individuals with an existing state/territory certification in education (e.g., teachers, school psychologists, principals, etc.).

TEs are responsible for:

• completing assessment administration training (see section 1.4 Training) and reviewing all Science or Smarter Balanced policy and administration documents prior to administering any Science or Smarter Balanced assessments;

• viewing student information prior to testing to ensure that the correct student receives the proper test with the appropriate supports. PRs should report any potential data errors to SCs and ACs as appropriate;

• administering the Science or Smarter Balanced assessments;

• assuring the test environment meets the specific requirements;

• reporting all potential test security incidents to their SC and AC in a manner consistent with South Dakota, Smarter Balanced (for ELA/Math only), and district policies.

• Reviewing student report data in the AIRWays Reporting System.

Proctors (PRs)

Note: The Smarter Balanced and Science assessments should

PRs are responsible for:

• completing assessment administration training (see section 1.4 Training) and reviewing all Science or Smarter Balanced policy


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be administered by individuals with an existing state/territory certification in education (e.g., teachers, school psychologists, principals, etc.). PRs do not have access to student report data.

and administration documents prior to administering any Science or Smarter Balanced assessments;

• viewing student information prior to testing to ensure that the correct student receives the proper test with the appropriate supports. PRs should report any potential data errors to SCs and ACs as appropriate;

• administering the Science or Smarter Balanced assessments;

• assuring the test environment meets the specific requirements; and

• reporting all potential test security incidents to their SC and AC in a manner consistent with South Dakota, Smarter Balanced (for ELA/Math only), and district policies.

For a checklist of example activities to complete for District and Assessment Coordinators, see Appendix H. For School Coordinators, see Appendix I. For Proctors/Teachers, see Appendix J.

1.3 Non-Disclosure Agreement

Prior to administering a test, Proctors (and any other individuals who will be administering any secure South Dakota assessment) will sign the Non-Disclosure Agreement in TIDE. If this step is not taken, Proctors will not be allowed to log into the Proctor Interface to administer tests. For more information, refer to the Test Information Distribution Engine (TIDE) User Guide on the South Dakota Gateway.

1.4 Training

Prior to administering a test, Proctors (and any other individuals who will be administering any secure South Dakota assessment) will read the Online, Summative, Test Administration Manual, the Tools Supports, and Accommodations (TSA) Guidelines, the TIDE User Guide, the Test Delivery System Proctor User Guide, and view the associated training modules, in addition to any in-person required South Dakota training materials.


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2.0 TEST ADMINISTRATION RESOURCES

This Online Test Administration Manual (TAM) for summative assessments is intended for staff who play a role in the administration of the Science or Smarter Balanced assessments (State users, DAs, ACs, SCs, TEs, and PRs). This manual provides procedural and policy guidance to implement the Science and Smarter Balanced assessments. The appendices of this manual contain important information that can be used as stand-alone materials and are easily extracted for printing or distribution. For a list of frequently used terms associated with the Science or Smarter Balanced assessments, see Appendix A. For specific questions not addressed in this manual, please contact SD Department of Education.

2.1 Summative Assessment Administration Resources

The TAM is designed to complement a variety of other resources developed by South Dakota or Smarter Balanced in Table 2 (manuals), Table 3 (training modules), and Table 4 (other resources). All resources can be found on the South Dakota Gateway located at https://sd.portal.airast.org/.

Table 2: Manuals

Resource Description

AIRWays Reporting (AWR) User Guide

Provides an overview of the AIRWays (AWR) Reporting system. Topics such as navigating the reporting system to view the summative assessment performance report will be covered in this manual. Note: Science and Science ALT scores will not be available until the summer of 2020 due to standard setting.

Assistive Technology Manual

This manual provides an overview of the embedded and non-embedded assistive technology tools that can be used to help students with special accessibility needs complete online tests. It includes lists of supported devices and applications for each type of assistive technology that students may need, as well as setup instructions for the assistive technologies that require additional configuration in order to work with TDS.

Data Entry Interface (DEI) Manual

This manual provides an overview of the Data Entry Interface (DEI). The DEI is a component of the Test Delivery System that allows authorized users to enter student assessment data for only for the South Dakota Science paper test.

Configurations and Troubleshooting for [OS]

The Configurations and Troubleshooting guides provides instructions for installing the secure browser on supported operating systems as well as providing technical specifications for online testing, including information on Internet and network requirements, general hardware and software requirements, secure browser installation, and the text-to-speech function. These guides are

organized by operating system (Windows, MAC, Android, Linux, iOS, and Chrome).

South Dakota Online, Summative, Test Administration Manual (TAM)

Provides policies and procedures for the online South Dakota Assessments. ACs/SCs to prepare for the administration of the Smarter Balanced ELA and Math and South Dakota Science assessments.

Test Delivery System (TDS) Proctor User Guide

Provides an overview of the TDS for proctors. Topics such as starting an online session, pausing, and stopping a test session, viewing/editing student accommodations, and monitoring student during the session will be covered in this manual.

https://sd.portal.airast.org/


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Test Information Distribution Engine (TIDE) User Guide

Provides an overview of TIDE. Topics such as managing user accounts, managing student test settings, creating rosters that are required to view test data in the AIRWays Reporting system and managing data like non-participation codes are covered in this manual.

Tools, Supports, and Accommodations (TSA) Guidelines

The Tools, Supports, and Accommodations (TSA) Guidelines focus on universal tools, designated supports, and accommodations for the Smarter Balanced ELA and Math as well as the Science assessments. The TSA is intended for school-level personnel and decision-making teams, particularly Individualized Education Program (IEP) and 504 teams, as they prepare for and implement the South Dakota assessments.

The TSA provides information for classroom teachers, English language learner educators, special education teachers, and instructional assistants to use in selecting and providing universal tools, designated supports, and accommodations for those students who need them during the administration of the assessments. The TSA is also intended for assessment staff and administrators who oversee the decisions that are made in instruction and assessment.

Table 3: Training Modules

Module Name Primary Audience Objective

Accessibility and Accommodations

All Users This module describes the recommended uses of available universal tools, designated supports, and accommodations for student accessibility to ELA and Math Smarter Balanced assessments as well as South Dakota Science.

Data Entry Interface Proctors, Teachers, School Coordinators

This training provides an overview of the Data Entry Interface (DEI). The DEI is a component of the Test Delivery System. that allows authorized users to enter student assessment data only for the South Dakota Science paper test.

Let’s Talk Universal Tools Students, Proctors, Teachers

This module acquaints students and teachers with the online, universal tools (e.g., types of calculators, expandable text) available in the ELA, Math, and Science assessments. This module should be shown to students in a classroom/ group setting. It is recommended that the teacher be in the room to answer questions from the students as they view the module.

Performance Task Overview All Users This module provides an overview of performance tasks for ELA and Math Smarter Balanced assessments.

Student Interface for Online Testing

All Users This module explains how to navigate the Student Interface. Applies for educators administering the ELA, Math, and Science assessments.


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Test Information Distribution Engine (TIDE) System Training

All Users This module provides detailed information on how to modify student information, manage users, and use other features of the TIDE system. Applies for educators administering the ELA, Math, and Science assessments.

Technology Requirements for Online Testing

District/School Technology Coordinators

This module provides current information about technology requirements, site readiness, supported devices, and secure browser installation. Applies for ELA, Math, and Science assessments

Proctor Interface for Online Testing

All Users This module presents an overview on how to navigate the Proctor Interface. Applies for educators administering the ELA, Math, and Science assessments

What is a CAT (Computer Adaptive Test)?

All Users This module provides the characteristics and advantages of an ELA, Math, and Science CAT.

Table 4: Other Resources

Resource Description

Practice Test* The ELA and Math practice tests include items and performance tasks for each grade level (3–8 and high school). The Science practice tests include sample items for each grade level (5, 8, and 11).

The Practice Tests provide a sample of the item types included in the Smarter Balanced assessments. Item types are listed and described in Appendix B: Item Types. This is the link to the Practice Tests: https://sd.portal.airast.org/training-tests.stml. See also Appendix D: Practice and Training Tests for additional information about the Practice Tests.

Training Test* Training Tests are for PRs and students to become familiar with the format and functionality of the online ELA and Math Smarter Balanced test. This resource is available by grade band (3–5, 6–8, high school) and has approximately six to nine mathematics and six to seven ELA items per grade band.

This is the link to the Training Test: https://sd.portal.airast.org/training-tests.stml. See also Appendix D: Practice and Training Tests for additional information about the Training Tests.

* The Practice and Training Tests can be accessed without login credentials by signing in as a guest; however, if users want to access either of these sites as a PR (required if they want to administer a braille Practice or Training Test), a login will be required. Contact your School or Assessment Coordinator if you do not have login credentials. The Practice and Training Tests do not require use of the secure browser, but some accessibility features (such as text-to-speech) are only available through the secure browser (see section 6.2 The Secure Browser and the Configurations for Troubleshooting documents).

https://sd.portal.airast.org/training-tests.stml

https://sd.portal.airast.org/training-tests.stml


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3.0 ENSURING TEST SECURITY

The security of assessment instruments and the confidentiality of student information are vital to maintaining the validity, reliability, and fairness of the results.

All summative test items and test materials are secure and must be handled appropriately. Secure handling protects the integrity, validity, and confidentiality of assessment items, prompts, and student information. Any deviation in test administration must be reported as a test security incident to ensure the validity of the assessment results.

3.1 Security of the Test Environment

Table 5 describes security requirements for the test environment during various stages of testing. The test environment refers to all aspects of the testing situation while students are testing and includes what a student can see, hear, or access (including access via technology).

Table 5: Requirements of the Test Environment

Requirement Description

BEFORE TESTING

Instructional materials removed or covered

Instructional materials must be removed or covered, including but not limited to information that is displayed on bulletin boards, name-tags, chalkboards or dry-erase boards, or on posters (e.g., wall charts that contain literary definitions, maps, mathematics formulas, etc.) that might assist students in answering questions.

Student seating Students must be seated so there is enough space between them to minimize opportunities to look at each other’s work, or they should be provided with table-top partitions.

Signage If helpful, place a “TESTING—DO NOT DISTURB” sign on the door or post signs in halls and entrances rerouting hallway traffic in order to promote optimum testing conditions.

DURING TESTING

Quiet environment

Provide a quiet environment void of talking or other distractions that might interfere with a student’s ability to concentrate or might compromise the testing situation.

Student supervision

Students are actively supervised by a trained test administrator and are prohibited from access to unauthorized electronic devices that allow availability to outside information, communication among students or with other individuals outside the test environment, or photographing or copying test content. This includes any device with cellular, messaging, or wireless capabilities, but is not limited to cell phones, smart watches, personal digital assistants (PDAs), iPods, cameras, and electronic translation devices.


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Access to allowable resources only

Students must only have access to and use of those allowable resources identified by the TSA and/or Smarter Balanced (see section 9.1 Establishing Appropriate Testing Conditions for examples) that are permitted for each specific test (or portion of a test). This includes access to medical devices, which may be integrated into other technology devices. Use of such devices may require additional monitoring or a separate test setting to maintain test security.

Access to assessments

Unauthorized staff or other adults must not be in the room during testing. Only students who are testing can view items. Students who are not being tested may not be in the room where a test is being administered and must not have access to secure testing materials including test items. Based on the item type (i.e., performance tasks), trained Proctors may also have limited exposure to items in the course of properly administering the assessments; however, PRs and other trained staff must not actively review or analyze any test items.

Testing through secure browser

Administration of the online South Dakota assessments is permitted only through the Student Interface via a secure browser or a method of securing the student device.

DURING AND AFTER TESTING

No access to responses

DAs, ACs, SCs, PRs, and other staff are not permitted to review student responses in the testing interface or students’ notes on scratch paper.

No copies of test materials

Unless needed as a print-on-demand or braille accommodation, no copies of the test items, stimuli, reading passages, performance task materials, or writing prompts may be made or otherwise retained.

No access to digital, electronic, or manual devices

No digital, electronic, or manual device may be used to record or retain test items, reading passages, or writing prompts. Similarly, these materials must not be discussed with or released to anyone via any media, including fax, email, social media websites, etc.

No retaining, discussing, or releasing test materials

Descriptions of test items, stimuli, printed reading passages, or writing prompts must not be retained, discussed, or released to anyone.

No reviewing, discussing, or analyzing test materials

DAs, ACs, SCs, PRs, and other staff must not review, discuss, or analyze test items, stimuli, reading passages, or writing prompts at any time, including before, during, or after testing. Students should be informed that they may not discuss or share test items, stimuli, reading passages, or writing prompts with anyone during or after testing.

All test materials must remain secure at all times

Printed materials from the print-on-demand accommodation, scratch paper, and documents with student information must be kept in a securely locked room or locked cabinet that can be opened only with a key or keycard by staff responsible for test administration.


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AFTER TESTING

No test materials used for instruction

Test items, stimuli, reading passages, or writing prompts must not be used for instruction.

Destroy test materials securely

Printed test items/passages, including embossed braille printouts, and scratch paper must be collected and inventoried and then immediately destroyed upon a student’s completion of the test. See section 3.2 Secure Handling of Printed Materials for details.

PRs and SCs or other individuals who have witnessed, been informed of, or suspect the possibility of a test security incident that could potentially affect the integrity of the assessments or the data must follow the steps outlined in section 4.0 Responding to Testing Improprieties, Irregularities, and Breaches, section 5.0 Appeals (as necessary) of this manual, and the TIDE User Guide located at South Dakota Gateway.

3.2 Secure Handling of Printed Materials

Printing individual test items for students with this accommodation will require a request to the SD DOE to have the accommodation set for each student. For a student whose IEP or Section 504 Plan indicates a need for a paper copy of passages or stimuli, access for the students to receive this accommodation must first be set in TIDE prior to testing by the SDDOE.

Print requests must be approved and processed by the PR during test administration. The decision to allow students to use print-on-demand must be made on an individual student basis and is available only for students with an IEP or Section 504 Plan. Due to the adaptive nature of the online test, only one item can be printed at a time.

Once a student is approved to receive the printing of test items/passages, that student may send a print request to the PR during testing by selecting the print icon on the screen. Before the PR approves the student’s request to print a test item/stimulus, the PR must ensure that the printer is on and is monitored by staff who have been trained using the Proctor training modules for the test. This request needs to be made for each individual item.

Destruction of printed materials and scratch paper

All test materials must remain secure at all times. When materials are not in use for testing, they must be retained securely in a locked area that can be opened only with a key or keycard by trained staff responsible for the test administration. Printed test items/passages, including embossed braille printouts and scratch paper, must be collected and inventoried at the end of each test session and then immediately destroyed according to district and/or state policies or procedures. DO NOT keep printed test items/passages or scratch paper for future test sessions except as noted below for performance tasks (PTs).

Use of scratch paper on performance tasks

• The only exception to the requirement governing the immediate destruction of printed materials and scratch paper is when students take notes and/or draft responses to ELA or Mathematics PTs.


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• During the ELA PT, the notes on the embedded universal tool, Global Notes, are retained from Part 1 to Part 2 so that the student may return to the notes even though the student is not able to go back to specific items in Part 1. While the embedded Global Notes is the preferred mode for note taking during the ELA PT, students may use scratch paper to make notes or develop draft responses.

• To maintain the security of scratch paper used for notes on the ELA or Mathematics PTs, PRs must direct students to write their names (or some appropriate identifying information) on their scratch paper, and then collect and inventory the scratch paper at the end of each test session, as well as upon completion of the test. All scratch paper must be securely stored in between test sessions and then securely destroyed immediately upon the student’s completion of the test.

The retention of scratch paper is only allowed for performance tasks. At the end of each PT test session, all scratch paper (including graph paper) must be collected, inventoried, and securely stored for student use in a subsequent PT test session. All scratch paper must be immediately destroyed upon the student’s completion of the PT to maintain test security.


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4.0 RESPONDING TO TESTING IMPROPRIETIES, IRREGULARITIES, AND BREACHES

Test security incidents, such as improprieties, irregularities, and breaches, are behaviors prohibited either because they give a student an unfair advantage or because they compromise the secure administration of the assessments. Whether intentional or by accident, failure to comply with security rules, either by staff or students, constitutes a test security incident. Improprieties, irregularities, and breaches need to be reported in accordance with the instructions in this section for each severity level. Definitions for test security incidents are provided in Table 6.

This section refers to documentation and reporting of incidents involving test security. Refer to Appendix F for a list of test security incident levels and examples of types of issues.

4.1 Impact and Definitions

Table 6: Definitions for Test Security Incidents

Type Definition

Impropriety An unusual circumstance that has a low impact on the individual or group of students who are testing and has a low risk of potentially affecting student performance on the test, test security, or test validity. These circumstances can be corrected and contained at the local level. An impropriety should be reported to the SC and AC immediately and entered in TIDE should an appeal be required.

Irregularity An unusual circumstance that impacts an individual or group of students who are testing and may potentially affect student performance on the test, test security, or test validity. These circumstances can be corrected and contained at the local level and submitted in the TIDE Appeals system for resolution. An irregularity must be reported to the SC and AC immediately and entered in TIDE within 24 hours of the incident should an appeal be required.

Breach An event that poses a threat to the validity of the test. Examples may include such situations as a release of secure materials or a security/system risk. These circumstances have external implications for the Consortium and may result in a Consortium decision to remove the test item(s) from the available secure bank. A breach incident must be reported to the SC and AC immediately and entered in TIDE should an appeal be required.

It is important for PRs to ensure the physical conditions in the testing room meet the criteria for a secure test environment. See section 3.1 Security of the Test Environment for more detail.

4.2 Reporting Timelines and Activities

Improprieties are escalated in accordance with state policies and procedures, protocols, and/or guidelines within 24 hours of the incident by individual districts via the Test Security Log and via the TIDE Appeals system (if appropriate1).

1 The only security incidents that are reported in the online TIDE Appeals system are those that involve a

student and test, and that require an action for the test such as to reset, reopen, invalidate, or restore a test

that a student was taking at the time of the incident. The TIDE Appeals system does not serve as a log for all

incidents.


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Irregularities must be escalated by the end of the day of the incident to the state level via the Test Security Incident Log and via the online TIDE Appeals system (if appropriate2).

A Breach requires immediate notification/escalation by telephone to the state level by the DA, followed by documentation in the Test Security Incident Log and escalation via the online TIDE Appeals system (if appropriate2).

4.3 Test Security Required Action Steps

The Test Security Required Action Steps depict the required actions for each test security incident in a process flow diagram format.

Impropriety

Unusual circumstance that has a low impact on the individual or group of students who are testing and has a low risk of potentially affecting student performance on the test, test security, or test validity. (Example: Disruptions to a test session such as a fire drill, school-side power outage, earthquake for other acts.)

Irregularity

An unusual circumstance that impacts an individual or group of students who are testing and may potentially affect student performance on the test, test security, or test validity. These circumstances can be contained at the local level. (Example: Proctor leaving related instructional materials on the walls in a testing room.)

Breach

2 The only security incidents that are reported in the online TIDE Appeals system are those that involve a

student and test, and that require an action for the test such as to reset, reopen, invalidate, or restore a test

that a student was taking at the time of the incident. The TIDE Appeals system does not serve as a log for all

incidents.

Local administrators/ staff take corrective

action and document impropriety in Test

Security Incident Log.

Incident is mitigated as necessary by school

staff, and DA is notified for assistance with

mitigation as necessary.

Designated district employee (such as

DA/AC) records impropriety via log or TIDE (if appropriate)

within 24 hours.

State authorizes TIDE appeal (if appropriate).

Local administrators/

staff take corrective action and document impropriety in Test Security Incident Log.

Incident is mitigated as necessary by

school staff, and AC is notified for assistance with

mitigation.

Designated district employee (such as DA/AC)

escalates irregularity via log

or in TIDE (if appropriate) by

the end of the day of the incident.

State reviews TIDE record of

irregularity within 24 hours of

reporting or in accordance with state protocol.

State employee authorizes

TIDE appeal.

For examples of test security incidents,

please see the Test Security Chart located in Appendix F.


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District

Level

A test administration event that poses a threat to the validity of the test. Breaches require immediate attention and escalation to the state agency. Examples may include such situations as exposure of secure materials or a repeatable security/system risk. These circumstances have external implications. (Example: Administrators modifying student answers, or test items shared in social media.)

4.4 Test Security Incident Log

The Test Security Incident Log. More serious incidents will be reported either immediately (breach) or at the end of the day (irregularity).

Documentation of Security Incidents: Use of Incident Log and Appeals System

School and Assessment Coordinators should ensure that all test security incidents are documented in a Test Security Incident Log or other tracking method. The Test Security Incident Log is located at the South Dakota Gateway. PRs must download the template and log incidents immediately upon identification and submit them, via email or alternate agreed-upon process, to their SCs and ACs. District staff should establish a process that includes how frequently these logs should be submitted and communicate this preference to schools. The description of each column header is included in the template. In addition to logging all test security incidents in the Test Security Incident Log, incidents requiring specific actions to be taken regarding the test itself are to be escalated—following the procedures noted in section 4.3 Test Security Required Action Steps—to the appropriate office or agency via the TIDE Appeals system.

Local administrators/ staff report breach to SC and/or DA/AC by phone immediately.

Local administrators/ staff contain the

incident as necessary.

Local administrators/ staff document

incident in local Test Security Incident log

and in TIDE (if appropriate).

Local administrators/ staff stand ready to receive further State

guidance on dispensation of

event.

District staff investigate security risk and alert State Leads via phone.

District staff verify completion and accuracy of Test

Security Incident Log.

District staff maintain communication with school and provide

guidance as appropriate.

For ELA or Math, State alerts Smarter

Balanced. For Science, State alerts Cambium.

State employeereviews incident and

containment strategies employed by the district and authorizes TIDE

appeal as necessary.

State stands ready to receive further

guidance.

Local

Level

State

Level


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5.0 APPEALS

For security incidents that result in a need to reset, reopen, invalidate, or restore individual student assessments, the request must be approved by the SDDOE. In most instances, an appeal will be submitted to address a test security breach or irregularity. In some cases, an appeal may be submitted to address incidents that are not security related such as reopening an assessment for a student who becomes ill and is unable to resume testing until after testing has expired.

Because the Appeals system is for action only, all appeals should also be entered in the Test Security Incident Log located at the South Dakota Gateway. The online Appeals process and

conditions for use are described in Table 7. The TIDE User Guide, contains specific instructions on

submitting appeal requests for invalidation.

5.1 Online System Appeals Types

Table 7: Online System Appeals Types Available in TIDE

Type of Appeal Description Conditions for Use

GRACE PERIOD

EXTENSION

(GPE) 3

Allows the student to review previously answered questions upon resuming a test or test segment after expiration of the pause timer.

For example, a student pauses a test, and a 20-minute pause timer starts running. The following scenarios are possible:

If resuming the test within 20 minutes, student can review previously answered questions.

Without a GPE, student resuming the test after 20 minutes cannot review previously answered questions—student can only work on unanswered questions.

Upon receiving a GPE, student can review previously answered questions upon resuming the test. The normal pause rules apply to this opportunity.

The State may allow a GPE for a test if an appeal to reopen a test segment was approved.

Log as a Testing Irregularity: YES.

INVALIDATE A TEST

Invalidating a student’s test eliminates the test. The test will not be scored and will not be able to take the test opportunity again.

The State may invalidate any test (computer-adaptive test [CAT] or performance task [PT]) if

• There is a test security breach.

Log as Test Breach: YES.

There is an irregularity, or the test is administered in a manner inconsistent


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with the Test Administration Manual (TAM).

Log as Testing Irregularity: YES.

There is a testing session in which a student deliberately does not attempt to respond appropriately to items.


Note 1: Invalidated tests will not be scored.

Note 2: After reviewing the circumstances of an incident, a state may elect only to document the above conditions as testing irregularities rather than invalidate the test.

RESET A TEST

Note: Due to State policy, resets will be rejected for tests with the result status of completed, scored, invalidated, or reported.

Resetting a student’s test removes that test from the system and enables the student to start a new test.

The State may reset any test if any of the following settings need to be changed because they were incorrectly set:

• American Sign Language (for mathematics and ELA listening)

• Braille (braille is a language setting)

• Closed captioning (for ELA listening stimuli)

• Streamlined interface (the streamlined interface is a test shell setting)

• Translation—stacked (for mathematics tests only)

Note: Stacked translations are automatically provided when the selected language is Spanish.

• Translation—Spanish (for science only)

• Translation—glossary (for mathematics tests only)

• Text-to-Speech as an accommodation for ELA reading passages.

Note: Text-to-Speech as a designated support (for mathematics/science stimuli/items and ELA items) is NOT a valid reset request. This test setting may be changed in TIDE by an authorized user and does not require a reset.

• Any non-embedded accommodation(s)



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Additional Testing Irregularity considerations:

ELA/Math CAT or Science:

• Student has been presented with one item or fewer.

Log as Testing Irregularity: NO.

Student has been presented with more than one item.


ELA or Math PT:

• Student has been presented with any items in a performance task.


REOPEN A TEST3

Note: Due to State policy, reopens will be rejected for tests with the result status of invalidated.

Reopening a test allows a student to access a test that has already been submitted or has expired.

If an expired test is reopened, the test will reopen at the location at which the student stopped the assessment.3 The student will be able to review items within the current segment of the assessment but cannot return to previous segments.

If a submitted test is reopened, the test will reopen at the last page of the test. The student can review items in the current segment but cannot return to previous segments.

The State may reopen any test if:

1. A student is unable to complete a test due to a technological difficulty that results in the expiration of the test.


The State may reopen a ELA/Math CAT or Science if:

1. A student is unable to complete the test before it expires (45 days) due to an unanticipated excused absence or unanticipated school closure.


2. A student starts an ELA or Math CAT unintentionally—for example, selects a ELA CAT instead of ELA PT, or selects a mathematics CAT instead of an ELA CAT—and the student is unable to compete the test before it expires (45 days).

Log as Testing Irregulary: YES.

The State may reopen an ELA or Math PT if:



2. A student starts a ELA or Math PT unintentionally—for example, selects an ELA PT instead of an ELA CAT, or selects a mathematics PT instead of an ELA

3 A test that is reopened following an expiration will remain open for 10 calendar days from the date it was

reopened.


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PT—and the student is unable to complete the test before it expires (10 days).


3. A student unintentionally submits a test before the student has completed it—for example, a student submits the ELA PT before completing Part 2.


REOPEN A TEST SEGMENT3

Note: Due to State policy, reopens will be rejected for tests with the result status of invalidated.

A user can choose to reopen a previous or current test segment.

Note: the test segments available are determined if the student has progressed to the next segment.

The State may reopen any SBAC test (CAT or PT) if:

1. A student is unable to complete a test due to a technological difficulty that results in the expiration of the test.


The State may reopen a CAT if:



2. A student starts a CAT unintentionally—for example, selects a CAT instead of PT, or selects a mathematics CAT instead of an ELA CAT—and the student is unable to compete the test before it expires (45 days).

Log as Testing Irregulary: YES.

The State may reopen a PT if:



2. A student starts a PT unintentionally—for example, selects a PT instead of a CAT, or selects a mathematics PT instead of an ELA PT—and the student is unable to complete the test before it expires (10 days).


3. A student unintentionally submits a test before the student has completed it—for example, a student submits the ELA PT before completing Part 2.


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RESTORE A TEST THAT WAS RESET

Note: Due to State policy, restores will be rejected for tests with the result status of completed, scored, invalidated, or reported.

Restoring a test returns a test from the Reset status to its prior status. This action can only be performed on tests that have been reset.

The State may restore a test only if it was inadvertently or inappropriately reset.

5.2 Retake Opportunity

The South Dakota Department of Education (DOE) typically does not allow for retests. Contact

the South Dakota DOE Office of Assessment if there are specific circumstances that may need to

be reviewed.


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6.0 TECHNOLOGY INFRASTRUCTURE

Prior to assessment administration, DAs/ACs, SCs, Technology Coordinators, and TEs or PRs are to review the technology infrastructure at their schools to ensure that it meets the minimum requirements for administering the South Dakota state assessments.

6.1 Technology Resources

The Configurations and Troubleshooting documents are available for download at the South Dakota Gateway. This document provides information about supported technology and technology requirements and can be used to confirm that your school meets the minimum requirements for online testing. In addition, it provides Technology Coordinators with the technical specifications for online testing, including information about Internet and network requirements, hardware and software requirements, secure browser installation, and text-to-speech functionality.

The Smarter Balanced Guide to Technology Readiness is available for download at https://portal.smarterbalanced.org/library/en/guide-to-technology-readiness.pdf. This document is intended to help school leaders better understand, plan for, and manage the technology necessary for successful administration of the South Dakota online assessments. Given the unique requirements presented by administering tests via internet-connected computers and not via paper-and-pencil, this guide is intended to help school leaders address key questions about technology readiness for the Smarter Balanced assessment system, including what it means to be ‘technology-ready’ for the Smarter Balanced Assessment.

6.2 The Secure Browser

The secure browser is designed to support test security by prohibiting access to external applications or navigation away from the assessment. Devices that will be used for testing must be equipped with a secure browser prior to the assessment. Many devices can use the Smarter Balanced open-source secure browser to secure the device.

This browser is updated each year and therefore must be downloaded and installed even if the device was used for testing in a prior year.

Technology Coordinators are responsible for ensuring that each device to be used for testing at the school is properly secured by installing the most current secure browser.

See Appendix C: Secure Browser for Testing for additional guidelines about using the secure browser.

https://portal.smarterbalanced.org/library/en/guide-to-technology-readiness.pdf


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7.0 GENERAL TEST ADMINISTRATION INFORMATION

This section provides an overview of the online testing environment and guidelines for test administration. Use this section to become familiar with what students will experience in accessing the assessments, how to prepare for the assessments, and to review general rules for online testing. Information about the Practice and Training Tests, pausing a test, and resuming a test is also included in this section. PRs should become familiar with this section well in advance of the start of testing so materials for login, accommodations, and exemptions described below can be assembled.

7.1 Assessment Participation

Participation of Students with Disabilities and/or English Learners in the ELA/Math Assessments

Consistent with the Smarter Balanced testing plan, all students, including students with disabilities, English learners (ELs), and ELs with disabilities, should have equal opportunity to participate in the Smarter Balanced assessments.

The SDDOE has crafted a comprehensive accessibility and accommodations framework, the Tools, Supports, and Accommodations guidelines for all students, including those with special assessment needs. The Consortium has also developed a variety of universal tools that are embedded in the Smarter Balanced test delivery engine as well as a variety of designated supports and accommodations.

All students enrolled in grades 3–8 and high school are required to participate in the Smarter Balanced mathematics assessment except:

• Students with the most significant cognitive disabilities who meet the criteria for the mathematics alternate assessment based on alternate achievement standards (approximately 1% or fewer of the student population).

All students enrolled in grades 3–8 and high school are required to participate in the Smarter Balanced English language arts/literacy assessment except:

• Students with the most significant cognitive disabilities who meet the criteria for the English language arts/literacy alternate assessment based on alternate achievement standards (approximately 1% or fewer of the student population).

• ELLs who are enrolled for the first year in a U.S. school. These students instead participate in their state’s English language proficiency assessment.

Participation of Students in the Science Assessments

All students enrolled in grades 5, 8 and 11 are required to participate in the South Dakota Science assessment except:

• Students with the most significant cognitive disabilities who meet the criteria for the South Dakota alternate assessment based on alternate achievement standards (approximately 1% or fewer of the student population).

School personnel should follow federal and state policies regarding student participation.


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For information on supports available, refer to the Tools, Supports, and Accommodations guidelines.

Attemptedness Rules for ELA and Math Participation

A student counts as a participant if the student logs in to the computer adaptive test (CAT) and performance task (PT). Test scores for these records are not computed or reported.

Attemptedness Rules for Science Participation

A student counts as a participant if the student logs in to the Science Assessment. Test scores for these records are not computed or reported.

7.2 General Rules of Online Testing

This section provides a brief overview of the general test administration rules for different portions of the assessment as well as information about test tools and accommodations. For more information, refer to the Test Delivery System Proctor User Guide.

Basic online testing parameters

• For ELA and Math: CAT items and PTs will be presented as separate tests. A student may not return to a test once it has been completed and submitted.

• Within each ELA or Math test there may be segments. For example, the grades 6 through high school mathematics tests include a segment with an embedded calculator available and another segment where the embedded calculator is not allowed and is not available for testing. A student may not return to a segment once it has been completed and submitted.

• For Science: there is one CAT Assessment that covers all disciplines.

• For all assessments, students must enter an answer for all items on a page before going to the next page. Some pages contain multiple items. Students may need to use the vertical scroll bar to view all items on a page.

• For all assessments, students may mark items for review and use the Past/Marked Questions drop-down list to return to those items that have already been answered within a segment. A constructed response item is considered answered if the student has taken any action within the response area. This includes random keystrokes (e.g., sdkjfdlkdjfo), one or more spaces using the spacebar, clicking anywhere on a Grid Item – Hot Spot Item, etc.

The mark items for review feature does not influence the adaptive nature of the CAT portion of the test, i.e., the response a student provides for each CAT item is used in the adaptive algorithm regardless of whether the student has marked the item for review. Students should be directed to provide their best answer to each item regardless of whether they want to mark the item for review later.

Pause rules

Students are logged out of the test when they click the Pause button and then click Yes to pause their test. Students will need to have access to their login information (name, SSID, and test session) after pausing their test. The student will be required to log back into the student interface when they are ready to continue testing.


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During the ELA or Math CAT portion of the test or the Science test, best practice is for students to finish the item or items on a page and then click the Pause button before clicking the Next button to go to the next page of test items.

• If the test is paused for 20 minutes or less, they will log back in and see the next test page with unanswered items. They will be able to return to previous test pages (within that segment) with the items they answered before pausing the test. They can change the responses to those items, and then move forward in their test by clicking the Next button.

• If the test is paused for more than 20 minutes, they will log back in and see the next test page with unanswered items. They will not be able to return to any previous pages or items they answered before pausing their test, even if they marked items for review. They will only be able to move forward in their test.

• Any highlighted text and notes on the digital notepad (available on all tests except for ELA PT) will not be saved when a test is paused regardless of how long the test is paused.

• In the event of a technical issue (e.g., power outage or network failure), students will be logged out and the test will automatically be paused. The students will need to log in again upon resuming the test.

See Appendix E: CAT Pause Rules Scenarios to review the rules that govern pausing during the test.

During the performance task portion of the ELA/Math assessment (only):

• There are no pause restrictions. If a performance task is paused for more than 20 minutes, students can return to the section, review and change any previously answered items, and continue entering their responses.

• For the mathematics performance task, any highlighted text and notes on the digital notepad will not be saved when a test is paused regardless of how long the assessment is paused.

• For the ELA performance tasks, the Global notes are retained for both parts 1 and 2.

• In the event of a technical issue (e.g., power outage or network failure), students will be logged out and the test will automatically be paused. The students will need to log in again upon resuming the test. If necessary, an appeal to reopen the test segment the students were working on may be submitted. See Section 5.1 for more information about appeals.

Please note that there are recommendations for breaks in Table 10: Assessment Sequence—ELA and Table 11: Assessment Sequence—Mathematics.

Test timeout (due to inactivity)

As a security measure, students and PRs are automatically logged out of the test after 30 minutes of inactivity. Activity is defined as selecting an answer or navigation option in the assessment (e.g., clicking [Next] or [Back] or using the Past/Marked Questions drop-down list to navigate to another item). Moving the mouse or clicking on an empty space on the screen is not considered activity.


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Before the system logs the student out of the assessment, a warning message will be displayed on the screen. If students do not click [Ok] within 30 seconds after this message appears, they will be logged out. Clicking [Ok] will restart the 30-minute inactivity timer.

Caution: As a security measure, PRs are automatically logged out after 30 minutes of user (PR or student) inactivity in the session, which will result in the closing of the test session.

Test expiration

ELA, Math, and Science CAT Items

A student’s ELA and Math CAT remains active until the student completes and submits the test or 45 calendar days after the student has begun the test, whichever occurs sooner. A student’s Science CAT remains active until the student completes and submits the test or until the end of the test window, whichever occurs sooner. However, the SDDOE recommends that students complete the CAT items portion of the test within five days of starting the designated content area.

ELA and Math Performance Task (PT)

The PT is a separate test that remains active only for ten calendar days after the student has begun the PT. If approved by an appeal request, the SDDOE may elect to allow an individual student’s PT to remain open for an additional 10 calendar days based on the needs of the individual student. However, Smarter Balanced recommends that students complete the PT within three days of starting in each content area. The ELA PT will submit automatically if the 10-day window expires and the system has registered a response to all items in the PT. A summary of recommendations for the number of sessions and session durations is provided in section 7.3 Testing Time and Recommended Order of Administration.

If a student starts the test near the end of the testing window, the student must finish before the administration window officially closes. The assessment will automatically end on the last day of the scheduled administration window, even if the student has not finished.

7.3 Testing Time and Recommended Order of Administration

All students participating in the assessments will receive a CAT and a PT in both English language arts/literacy (ELA) and mathematics and a single assessment in Science.

Testing time and scheduling

Testing Windows

Grades 3–8, 11

The online testing window for mathematics and ELA grades 3–8 and 11 is March 4–May 1, 2020.

Grades 5, 8, 11

The online testing window for Science grades 5, 8, and 11 is April 1–May 1, 2020.


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Additional High School Flexibility

Assessing Grades Other than Grade 11

Schools are held accountable for testing all students once in high school. This includes testing all 11th graders as well as any 12th graders who have not previously tested. If a student transfers to a school in 12th grade or in 11th grade after the test window has closed, and meets the following circumstances, the student is not required to test:

• was enrolled at a BIE school as an 11th grader during the test window; • was home schooled as an 11th grader during the test window; • was enrolled in a private school as an 11th grader during the test window; or • was out of state as an 11th grader during the test window.

Scheduling Time for Testing:

Table 8 contains rough estimates of the time it will take most students to complete the Smarter Balanced assessments based on the time it took students to complete the Smarter Balanced Pilot and Field Tests. This information is for scheduling purposes only, as the assessments are not timed.

Table 8: Estimated Testing Times for Smarter Balanced ELA and Math Assessments in South Dakota

Content Area Grades Computer CAT Items hours: minutes

PT Items hours: minutes

Total hours: minutes

English Language Arts/Literacy

3–5 1:30 2:00 3:30

6–8 1:30 2:00 3:30

HS 2:00 2:00 4:00

Mathematics 3–5 1:30 1:00 2:30

6–8 2:00 1:00 3:00

HS 2:00 1:30 3:30

Both 3–5 3:00 3:00 6:00

6–8 3:30 3:00 6:30

HS 4:00 3:30 7:30

Table 9 contains rough estimates of the time it will take most students to complete the Science Assessments based. This information is for scheduling purposes only, as the assessments are not timed.

Table 9. Estimated Testing Times for the Science Assessments in South Dakota

Content Area Grades Estimated Testing Time

hours: minutes Science 5 1:30

8 1:15 11 1:00


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When developing a testing schedule, use the estimated testing times to calculate the number of days and the amount of time it will take to complete an assessment in each content area and grade level.

These estimates do not account for any time needed to start computers, load secure browsers, and log in students. Nor do they account for breaks. PRs should work with SCs to determine precise testing schedules.

There are many scheduling options for testing. The SDDOE may suggest examples of how schools/ districts can schedule different portions of the assessment and session times.

Recommended order of online administration for ELA and Math

The assessments are comprised of two components (tests) for ELA and mathematics: a CAT and a PT.

Smarter Balanced recommends that students take the CAT and PT items on separate days to minimize the effect of student fatigue. For each content area, Smarter Balanced also recommends that students begin with the CAT items followed by the PT. Districts/schools may opt to administer in a different order if needed.

Duration and timing information for ELA and Math

The scheduling recommendations for each of these components is included in Table 10 and Table 11 on the next page. Note that the duration, timing, break/pause rules, and session recommendations vary for each content area and component.


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Table 10: Assessment Sequence—ELA

ELA CAT Items PT Items

Number and Duration of Sessions

Recommendations:

1. Two sessions (recommended) and no more than six sessions (rare/extreme)

2. Session durations range from 40–60 minutes

The PT is presented in two parts.

Recommendations:

1. Administer in two sessions corresponding to Parts 1 and 2 of the PT.

2. Session durations range from 60–120 minutes. Part 2 should be scheduled to allow students enough time to complete the full-write in one test session.

Breaks within Sessions

Breaks can be provided during the test sessions using the software’s pause feature. If the test is paused for more than 20 minutes, the student will not be able to go back to items on the previous screens.

• Recommendation: A single test session should not include a break longer than 20 minutes. Instead, separate test sessions should be scheduled around extended breaks (e.g., lunch).

The PT is presented in two parts. Students can take breaks within Parts 1 and 2; however, once students move to Part 2, they will not be able to review or revise items in Part 1.

1. Recommendation: Students complete Part 1 in one test session and Part 2 the next school day in a separate test session.

Total Duration Once a student has started the CAT items, they will be available for 45 days.

1. Recommendation: The student completes this portion within five days of starting.

Once a student has started the PT, it will be available for 20 days.

1. Recommendation: The student completes each part of the PT within one day.


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Table 11: Assessment Sequence—Mathematics

Mathematics CAT Items Performance Task (PT)

Number and Duration of Sessions

Recommendations:

1. Administered in two sessions

2. Session durations range from 40–60 minutes

Most students will complete the CAT items in two sessions of 60 minutes or less or one long session of more than 60 minutes.

Recommendations:

1. Administered in one session

2. Session duration ranges from 40–120 minutes

Breaks within Sessions

Breaks can be provided during the test sessions using the software’s pause feature. If the test is paused for more than 20 minutes, the student will not be able to go back to items on the previous screens.

1. Recommendation: A single test session should not include a break longer than 20 minutes. Instead, separate test sessions should be scheduled around extended breaks (e.g., lunch).

Students can take breaks during PT test sessions. Mathematics PT items are presented on a single screen. Following a break when the test is paused, including a break of more than 20 minutes, the student will have access to the same items.

Total Duration Once a student has started the CAT items, they will be available for 45 days.

1. Recommendation: The student completes this portion within five days of starting it.

Once a student has started the PT, it will be available for 20 days.

1. Recommendation: The student completes the PT in one day.

Additional administration recommendations

• For the performance tasks, students may be best served by sequential, uninterrupted time that may exceed the time in a student’s schedule.

• Minimize the amount of time between beginning and completing each test within a content area.


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7.4 Sensitive Responses

Taking appropriate action with student responses or student actions that cause concern

Throughout the test administration process, student safety is always the primary consideration.

During testing, PRs may encounter student actions that disrupt the assessment administration and may endanger the student or others. In addition, it is possible that PRs will encounter student responses to questions or notes on scratch paper that necessitate some action to ensure student safety.

South Dakota and Smarter Balanced security protocols make it clear that PRs are not permitted to review student responses in the testing interface or students’ notes on scratch paper. However, during or after the South Dakota assessments, a PR might unexpectedly encounter a student response that raises sufficient concern to warrant adult action. Topics that may require the PR to take action include, but are not limited to, student references to:

1. Suicide

2. Criminal activity

3. Alcohol or drug use

4. Extreme depression

5. Extreme violence or threats of violence

6. Sexual assault or physical abuse

7. Self-harm or intent to harm others

8. Neglect

9. Bullying

Collecting information

Prior to administration, each PR must have a thorough understanding of school, district, and/or state policies regarding documentation of student actions or concerning responses during a secure test event. The PR should document as much information as possible in accordance with school, district, and/or state policies.

Important reminders:

1. The number of items will vary on the CAT and PT portions of each student’s test.

2. The tests are not timed, so all the time estimates are approximate.

3. Students should be allowed extra time if they need it, but PRs need to use their best professional judgment when allowing students extra time. Students should be actively engaged in responding productively to test questions.

4. The test can be spread out over multiple days as needed.


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Escalating information

Should the PR encounter a sensitive situation while supervising the test session, the PR should immediately escalate this concern in accordance with school, district, and/or state policies and procedures.


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8.0 UNIVERSAL TOOLS, DESIGNATED SUPPORTS, AND ACCOMMODATIONS

The South Dakota Tools, Supports, and Accommodations guidelines are intended for school-level personnel and decision-making teams, including Individualized Education Program (IEP) and Section 504 teams, as they prepare for and implement the South Dakota assessments. The TSA provides information for classroom teachers, English language development educators, special education teachers, and instructional assistants to use in selecting and administering universal tools, designated supports, and accommodations for those students who need them. The TSA is also intended for assessment staff and administrators who oversee the decisions that are made in instruction and assessment.

The TSA applies to all students. They emphasize an individualized approach to the implementation of assessment practices for those students who have diverse needs a nd participate in large-scale content assessments. The TSA focuses on universal tools, designated supports, and accommodations for the South Dakota Assessments. At the same time, the TSA supports important instructional decisions about and connection between accessibility and accommodations for students who participate in the South Dakota Science and Smarter Balanced assessments.

If school or district staff members identify a designated support and/or accommodation that they believe should be offered, and that is not available, the school or district should provide that information to the AC or DA, who will inform the State of the request. The State will keep a list of all requested designated supports and accommodations and provide those annually to Smarter Balanced for evaluation.

To help states identify similarities between the test resources and classroom practices, Smarter Balanced has developed a Resources and Practices Comparison Crosswalk. The Crosswalk can be found on the Accessibility and Accommodations page of the Smarter Balanced website http://www.smarterbalanced.org/assessments/accessibility-and-accommodations/.

The summative assessments and Practice and Training Tests contain embedded universal tools, designated supports, and accommodations. Embedded resources are those that are part of the computer administration system, whereas non-embedded resources are provided outside of that system or used during paper-pencil testing; these are defined in Table 12.

The complete TSA, as well as the full list of universal tools, designated supports, and accommodations, can be found at the South Dakota Gateway. Please be sure to review these guidelines thoroughly before test administration.

http://www.smarterbalanced.org/assessments/accessibility-and-accommodations/


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Table 12: Definitions for Universal Tools, Designated Supports, and Accommodations

Type Definition

Universal Tools Access features of the assessments that are either provided as digitally delivered (embedded) components of the test administration system or are separate (non-embedded) from it. Universal tools are available to all students based on student preference and selection.

Designated Supports Access features of the assessments available for use by any student for whom the need has been indicated by an educator (or team of educators working with the parent/guardian and student). They are either provided as embedded components of the test administration system or are non-embedded.

Accommodations Accommodations are changes in procedures or materials that increase equitable access during the Smarter Balanced assessments. Assessment accommodations generate valid assessment results for students who need them; they allow these students to show what they know and can do. Accommodations are available for students with documented IEPs or Section 504 Plans. Consortium-approved accommodations do not compromise the learning expectations, construct, grade-level standard, or intended outcome of the assessments. They are either provided as embedded components of the test administration system or are non-embedded.

State users, DAs/ACs, and SCs have the ability to set embedded and non-embedded designated supports. Non-Embedded Accommodations must be set by State users only. Designated supports and accommodations must be set in TIDE prior to starting a test session.

For additional information about the availability of designated supports and accommodations, refer to the TSA Guidelines for complete information.

For information on updating student settings, refer to the TIDE User Guide. The Test Delivery System User Guide also contains information on how to use some of these settings.

To help educators identify similarities between the test resources and classroom practices for the Smarter Balanced ELA/Math Assessment, the Resources and Practices Comparison Crosswalk lists the resources that are currently included in the Usability, Accessibility, and Accommodations Guidelines document. The Crosswalk is available from the Smarter Balanced website at http://www.smarterbalanced.org/wp-content/uploads/2015/09/Resources-and-Practices-Comparison-Crosswalk.pdf.

The multiplication table and 100s number table are available as an accommodation for grade 4 and above mathematics assessments. The periodic table is available as a non-embedded, downloadable accommodation for grade 8 and 11 students taking the science assessments.

http://www.smarterbalanced.org/wp-content/uploads/2015/09/Resources-and-Practices-Comparison-Crosswalk.pdf

http://www.smarterbalanced.org/wp-content/uploads/2015/09/Resources-and-Practices-Comparison-Crosswalk.pdf


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These non-embedded accommodation resources need to be downloaded and printed prior to test administration from the South Dakota Gateway. A description of these resources is provided in Appendix G.


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9.0 PRIOR TO TEST ADMINISTRATION

9.1 Establishing Appropriate Testing Conditions

SCs and PRs will need to work together to determine the most appropriate testing option(s) and testing environment based on the number of computers available, the number of students in each tested grade, and the estimated time needed to complete each test. Testing students in classroom-sized groups is preferable. Establishing classroom-sized groups reduces test fear and anxiety for the students and facilitates monitoring and control for the PR.

The test administration should be conducted in a secure environment (see section 3.1 Security of the Test Environment).

Establish procedures to maintain a quiet testing environment throughout the test session, recognizing that some students will finish more quickly than others. If students are allowed to leave the testing room when they finish, explain the procedures for leaving without disrupting others and where they are expected to report once they leave. If students are expected to remain in the testing room until the end of the session, instruct them on what activities they may engage in after they finish the test.

During test administration, students may have access to and use of these additional required resources in Table 13 and Table 14 specific to each assessment and content area.

Table 13: Additional Required Resources for ELA and Math

Content Area CAT Items PT Items

ELA • Headphones are required for the English Language Arts (ELA) assessment because of the listening items scattered throughout the computer-adaptive test and for students requiring Text-to-Speech.

• Scratch paper should be provided for note taking if necessary. Only plain paper or lined paper is appropriate for ELA.

• Headphones are required for students requiring Text-to-Speech.

• Scratch paper should be provided for note taking if necessary. Only plain paper or lined paper is appropriate for ELA.

Mathematics

• Headphones are required for students requiring Text-to-Speech and for students requiring Audio Glossaries.

• An embedded calculator is available for some mathematics items in grade 6 and above. A non-embedded calculator may be used only by students with a documented accommodation in an IEP or Section 504 Plan per guidance provided in the TSA.

• Scratch paper is required for all grades.

• Headphones are required for students requiring Text-to-Speech and for students requiring Audio Glossaries.

• An embedded calculator is available for all mathematics performance task items in grade 6 and above. A non-embedded calculator may be used only by students with a documented accommodation in an IEP or Section 504 Plan per guidance provided in the TSA.


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Content Area CAT Items PT Items • Graph paper is required for grade 6

and above and can be used on all mathematics assessments.


• Graph paper is required in grade 6 and above and can be used on all mathematics assessments.

Table 14. Additional Required Resources for Science

Content Area CAT Items

Science • Headphones are required for students requiring Text-to-Speech.

• An embedded calculator is available for all science items. A non-embedded calculator may be used only by students with a documented accommodation in an IEP or Section 504 Plan per guidance provided in the TSA.


9.2 Tasks to Complete Prior to Administration

✓ DAs/ACs, SCs, and PRs should verify that students are provided the opportunity to practice on the Training Test and Practice Test prior to testing.

It is highly recommended that ALL students be provided the opportunity to practice on the Training Test and the Practice Test prior to testing. This allows students the opportunity to become familiar with all of the item types, the universal tools, buttons, and any allowable designated supports and/or accommodations.

✓ ACs and SCs should ensure that all PRs have login information for the PR Interface.

✓ ACs, SCs, and PRs should verify and/or edit test settings.

Each student must be correctly assigned to his or her district, school, and grade in the Infinite CAMPUS system. That information is added to Test Information Distribution Engine (TIDE) through nightly files. Only State Users and/or DAs/ACs users, as assigned by the State, can add/modify/delete student demographic information in Infinite Campus, and that information will be updated in TIDE. Note: Changes in Infinite Campus may take up to 48 hours to show in TIDE based on when the changes are updated in Infinite Campus.

In addition to the correct school and grade, SCs and PRs should verify that all students have accurate test settings in TIDE, including designated supports and accommodations (embedded and non-embedded) for each content area at least 48 hours prior to testing.

The State, ACs, DAs, and SCs can set embedded and non-embedded designated supports and accommodations in TIDE for students who require them. PRs may view student information; however, PRs cannot add, upload, or modify student information. Within the PR Interface, a PR can change the default font size and turn off some universal tools prior to the start of the test.


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For information on how to view, add, upload, and modify student information, please refer to the TIDE User Guide located at http://sd.portal.airast.org.

It is important for anyone with access to student information to remember that student personal information, including the student’s SSID, is confidential. If materials containing student personal information and/or SSIDs are distributed to students, these materials must be collected before the students leave the testing room and either securely stored to be used in a subsequent test session or shredded. For additional information about security protocols, refer to Section 3.0 Ensuring Test Security of this manual.

✓ SCs should ensure that PRs have necessary student login information.

Students log in to the Smarter Balanced testing system using their preferred first name, SSID, and a test session ID. Prior to starting a test session, PRs must have a record of each student’s first name and SSID. This information must be provided to each student to complete the login process. It is suggested that the SSID and the student’s preferred first name be printed on a card or piece of paper and distributed to students just prior to testing to help them type it into the computer accurately. Student information is confidential; therefore, the cards/papers with this information must be kept secure until used during a test session. PRs may provide additional identifying information on the printed card. The loss of login information is considered a security breach at the local level and does not need to be reported for test security reasons, unless inappropriate use is discovered .

When a PR creates a test session, a unique session ID is randomly generated. This session ID must be provided to students before they log in. Please refer to the Test Delivery System Proctor User Guide located at http://sd.portal.airast.org for detailed information on how to obtain session IDs.

✓ SCs should ensure that PRs have the additional required resources described in Table 13 available for student use during test administration.

✓ ACs should ensure that SCs and PRs understand protocols in the event that a student moves to a new district and/or school.

When students move within the state, their data record must be updated with the student’s new school and/or district codes in Infinite Campus at least 72 hours before the student begins or resumes testing in the new school or district. The changes from Infinite Campus are automatically transferred to TIDE in a nightly file.

The student data are no longer accessible to users from the previous school and/or district.

When a student enrolls in or changes to a new school/district, his or her demographic information and accommodation information must be reviewed in TIDE at least 48 hours before the student begins testing.

IMPORTANT: Any additions/modifications/deletions of students and changes to student test settings must be completed before the student can test. The update, once made, may take up to 24 hours to appear in the PR Interface. Failure to correct test settings before testing could result in the student’s not being provided with the needed accommodations and/or designated supports at the time of testing. This is considered a testing irregularity.

http://sd.portal.airast.org/



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When a student enrolls in or changes to a new school/district, he or she must be added in TIDE at least 48 hours before the student begins testing.


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10.0 DAY OF TEST ADMINISTRATION

Use the following information and script to assist students with the login procedures. Please refer to the Test Delivery System User Guide on the South Dakota Gateway to become familiar with the Online Testing System.

RECOMMENDATION: Consider printing this section to be used on the day of testing for both the computer adaptive test (CAT) and performance task (PT) (ELA and Math only) portions of each content area test. Remember that the CAT and PT portions are considered two unique tests and, as such, adherence to the process that follows is needed when initiating both tests.

The Proctor (PR) should verify the security of the testing environment prior to beginning a test session (See section 3.1 Security of the Test Environment). PRs must ensure that students do not have access to non-approved digital, electronic, or manual devices during testing.

The PR should verify that students have access to and use of the additional required resources in Table 13 specific to each assessment and content area (e.g., scratch paper for all tests, headphones for ELA, graph paper for mathematics grades 6 and above).

NOTE: With the exception of students in Grades 6 and above with a documented accommodation in an IEP or 504 Plan to use a non-embedded calculator, students are expected to use the embedded calculator for calculator-allowed questions on the mathematics and science tests.

To ensure that all students are tested under the same conditions, the PR should adhere strictly to the script for administering the test unless a student is assigned the non-embedded designated support or accommodation for Simplified Test Directions. The script can be found in the gray shaded boxes on pages 43 to 52. When asked, the PR should answer questions raised by students but should never help the class or individual students with specific test items. No test items can be read to any student for any content area, unless the student is assigned a Read Aloud non-embedded designated support or accommodation as described in the TSA.

If the class is resuming a test and the PR is sure that all students are able to log in without hearing the login directions again, the PR may skip the italicized portions of the directions.

All directions that a PR needs to read to students are indicated by the word “SAY” and are in boxes, so they stand out from the regular text. They should be read exactly as they are written (except for students assigned the Simplified Test Directions non-embedded designated support), using a natural tone and manner. If the PR makes a mistake in reading a direction, the PR should stop and say, “I made a mistake. Listen again.” Then the direction should be reread.

The PR should try to maintain a natural classroom atmosphere during the test administration. Before each test begins, he or she should encourage students to do their best.

Any time a student logs in to the testing system, the PR should follow this script. This includes logging in to complete the CAT or the PT.

10.1 Starting a Test Session

The PR must create a test session before students can log in to the Student Testing System (but no more than 30 minutes prior or the system will time out). When a PR creates a test session, a


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unique session ID is randomly generated. This session ID must be provided to the students before they log in and should be written down. PRs should follow these steps to create a session:

1. The PR logs in to the PR Interface.

The PR accesses the Proctor (PR) Interface via the Educators card at http://sd.portal.airast.org. After clicking the Interim & Summative Test Administration card, the PR enters their email and password and clicks [Secure Login] to log in to the PR Interface. If prompted, the PR enters the emailed code and clicks [Submit]. The PR creates a test session.

The PR should verify that students have access to and use of the additional required resources in Table 13 specific to each assessment and content area (e.g., scratch paper for all tests, headphones for ELA, graph paper for mathematics grades 6 and above).

2. The PR begins the test session.

When you log in to the PR Interface, the Operational Test Selection window opens automatically. This window allows you to select tests and start the session. To create a test session, select the particular test(s), content area, and CAT(s) or PT(s) to be administered in the test session. Only the tests that you select will be available to students who join your session.

After clicking the assessment(s) to be administered during the test session, the PR clicks the [Start Operational Session] button to begin the test session and generate the session ID that students use to join that test session.



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Students will be able to see and access only those selected tests for which they are eligible in Test Information Distribution Engine (TIDE).

3. The PR informs students of the test session ID.

The system-generated session ID appears in the Operational Session ID box of the screen.

SAY: Today, you will take the [NAME OF TEST (i.e., ELA Grade 4 CAT)] test. You will be

given a test session ID that is required to start the test. Before logging in, let’s go

over some test rules.

You must answer each question on the screen before clicking NEXT. If you are

unsure about an answer, provide what you think is the best answer. If you would

like to review that answer at a later time, mark the question for review before going

on to the next question. You may go back and change the answer during this test

session.


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You may pause at any point in the test by clicking PAUSE rather than NEXT after

answering a question. Please raise your hand if you need a break and ask

permission before clicking PAUSE.

[The following should be read for the ELA/MATH CAT portion or SCIENCE only]

SAY: If you pause your test for more than 20 minutes, you will not be able to go back and

change your answers to any question, even the ones you marked for review. You

may check your answers to any questions before you pause your test.

[The following should be read for the Math CAT in grades 6 – 11 and ELA PT only]

SAY: Please keep in mind that this test is divided into segments. When you get to the end

of a segment, you will be told to review your answers before moving on. Once you

submit your answers and move on to the next segment, you will not be able to

return to any of the questions in the previous segment.

SAY: Your answers need to be your own work. Please keep your eyes on your own test

and remember, there should be no talking. If you have a cell phone, smartwatch, or

other non-approved electronic devices, please raise your hand and I will collect it

before the test begins.

If you finish your test early, please raise your hand and sit quietly.

Give students the test session ID and other log-in information. The test session ID, the statewide student identifier (SSID), and the student’s first name may be provided to students ahead of time on a card or piece of paper to help them type it in the computer accurately. Student information is confidential; therefore, the cards/papers with this information must be collected after each test session and securely destroyed after testing is complete. The PR should write down the session ID for his or her own records, in case he or she gets involuntarily logged out of the system. The PR will be logged out of the session if there is no activity for 30 minutes by the PR or a student. Having the session ID will allow the PR to resume the session.

If the session ID is not written down or known and the PR tries to log in to the session after getting involuntarily logged out of the system, the PR will be logged out for eight hours before he or she is able to start a new session.

PRs may also write the test session ID on a classroom dry-erase or chalk board or another place where students can see it. Make sure students know that the test session ID must be entered exactly as it is written—it is case sensitive—without extra spaces or characters. Please refer to the Test Delivery System User Guide on the South Dakota Gateway to become familiar with the Online Testing System.


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SAY: Now we are ready to log in. Once you have logged in, you will have to wait

for me to approve the test before you start. I’ll be checking that you have

correctly entered the test session ID and other information.

Enter your legal first name, not your nickname, followed by your SSID

number. Then enter the test session ID. Raise your hand if you need help

typing this information on your keyboard.

Now click SIGN IN. Once you have successfully logged in, you will see a

screen with your first name and other information about you. If all of the

information on your screen is correct, select YES to continue. If any of the

information is incorrect, please raise your hand and show me what is

incorrect.

Ensure that all students have successfully entered their information. The PR should ensure that the students use their legal first names, not nicknames. If a student is unable to log in, he or she will be prompted to try again and provided with a message describing the reason (an invalid SSID, for example). If the student is still having difficulty, the PR can look up the correct information using the Student Lookup function on the PR Interface or in TIDE. PRs may assist students with logging in if necessary.

4. The PR informs students of the name of the test that they will take.

SAY: On the next screen, select the [INSERT NAME OF TEST (i.e., ELA Grade 4 CAT)], and then click START TEST. After you have selected your test, you will see a screen with a moving bar and message saying that you are waiting for test administrator approval. Please wait quietly while I check and approve each of your tests.

If PRs are unsure of which content area or test students are participating in during that session, PRs should contact the SC.

Students may be able to select from more than one test, for example, a PT and a CAT in both English language arts/literacy (ELA) and mathematics or Science. PRs should direct students to select the appropriate test name based on what the PR is planning to administer at that time—to the content area “ELA” or “Math” or “Science” and the test type, such as the “Performance Task.” Students may only select from assessments for which they are eligible.


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5. The PR views and approves students who are waiting for test session approval.

After students have selected a test, the PR verifies that each student selected the appropriate test before approving that student for testing. It is very important that the PR pays close attention to the test name prior to approving to be sure it is the correct test to be administered at that time. To do this:

a. Select the [Approvals (#)] button.

b. A new window opens that shows a list of students, organized by test name. The PR should review the list to ensure that students are taking the correct test, (Summative or Interim), the correct content area (mathematics, ELA, or science) and the correct portion of a summative test (CAT or PT).

i. If a student selected a test other than the one the PR plans to administer that day (for example, selected a PT instead of a CAT or selected an interim instead of a summative), the PR must deny the student entry to the test session. The student may then log in again and select the correct test.

NOTE: Administering a summative test instead of an interim test is a testing irregularity and needs to be addressed in the Appeals system. Administering an interim test instead of a summative test is not a testing irregularity but will require students to retest later to complete summative testing.

c. The PR should also review the test settings assigned to each student to ensure that they are correct.

i. If a student’s settings are incorrect, do not approve that student to begin testing. The PR will need to work directly with a SC or AC to correct the test settings in TIDE before approving the student to begin testing. (Reminder: It may take up to 24 hours for changes to appear in the PR interface.) Ensuring the test settings are correct before the student begins testing is critical to avoid the need for a test reset that may result in additional testing for the student later.

d. When the correct test is selected and test settings are verified, the PR clicks [Approve] or [Approve All Students].


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SAY: You will now see a screen asking you to check your test content area and settings. If all the information is correct, you may select YES, START MY TEST. If any of it is incorrect, please raise your hand.

Each student will be logging in at a different time. The PR should monitor the sessions and log in all students who are currently ready before assisting any students who are having problems.

If students will be taking an ELA assessment during the test session, read the directions in the next SAY box so the students will know how to verify that their headsets are working properly.

[The following should be read for the for ELA test only]

SAY: Next you should see a screen that prompts you to check that the sound on

your computer is working. Put your headsets on and click the icon of the

speaker in the circle to hear the sound. If you hear the chime, click YES. If

not, raise your hand.


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For students with Text-to-Speech, they will be asked to check the audio at this time. Please confirm that these students have no audio issues.

If a student’s volume is not working, troubleshoot basic steps such as ensuring that the headset is fully plugged in, mute is not inadvertently selected, and the volume setting is turned up. If the student is still experiencing issues, contact your Technology Coordinator or South Dakota Help Desk.

SAY: Before your test appears, you will see a tutorial page listing the test tools and buttons that you may use during the test or that will appear on the test. You can also find this information during your test by clicking the HELP button.

When you are ready to begin your test, click BEGIN TEST NOW at the bottom of the page.

6. The PR monitors student progress.

Monitoring Test Selection

It is very important that PRs monitor student progress throughout the test session. This includes verifying that students are participating in the appropriate content area and type of test (CAT or PT). The PR monitors the test each student is taking by referring to the Students in Your Test Session table in the PR Interface.

In the event a student is taking an incorrect test, the PR can pause the student’s test. The PR should then instruct the student to log out and log in again to select the correct test.

In the rare event that a student starts a test unintentionally (for example, selected a PT instead of a CAT, or selected mathematics instead of ELA), the test’s expiration timeline will be activated.

Monitoring Test Progress

Once students have started their tests, the PR should circulate through the room to ensure that all conditions of test security are maintained. If the PR witnesses or suspects the possibility of a test security incident, the SC and AC should be contacted immediately in accordance with the security guidance provided in this manual.

The PR may also use the PR Interface to view the testing progress of any student. This site will not show test items or scores but will let the PR see how many items have been delivered to each student (e.g., question 24/40).


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While the PR Interface is designed to automatically refresh every minute, the PR can refresh it

manually at any time by clicking the [Refresh Now ] button at the top left of the page. Do NOT click the web browser’s refresh button to refresh the PR Interface.

Student Directions During Testing

If you notice that a student is off task, you may read the statement below verbatim.

SAY: It is important that you do your best. Do you need to pause the test and take a break?

If a student is concerned about an item, you may direct the student to review a tutorial by reading the script below verbatim.

SAY: Try your best and choose the answer that makes the most sense to you. If

you are unsure about how a question works, you can review a tutorial by

clicking on the “i" button on the right side of the screen.

IMPORTANT:

• If the PR is using the PR Interface and navigates to TIDE or the PR Practice or Training Site, the session will stop, and all students in the session will be logged out. The session cannot be resumed. A new session will have to be created, and the students will have to log in to the new session to resume testing. When starting a new session, give the new session ID to the students so they can log in and resume testing.

• If the PR Interface or PR training site browser is accidentally closed while students are still testing, the session will remain open until it times out after 30 minutes. The PR can open the browser and navigate back to the PR Interface. The PR will be prompted to enter the active session ID.

• As a security measure, PRs are automatically logged out of the PR Interface after 30 minutes of PR user inactivity and student inactivity in the test session, which will result in closing the test session. If this occurs, the PR will have to create a new session and the students will have to log in to the new session to resume testing. When starting a new session, the PR should give the


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students the new session ID so that they can log in and resume testing. Please note that students will not be able to return to CAT items from previous sessions, even if the responses were marked for review.

7. The PR ends the test session and logs out of the Proctor Site.

When there are approximately ten minutes left in the test session, the PR should give students a brief warning.

SAY: We are nearing the end of this test session. Please review your answers,

including any questions you marked for review now. Do not submit your test

unless you have answered all of the questions.

[The following should be read for the ELA CAT portion only]

SAY: If you are working on a set of questions for a reading passage, please finish all

of the questions in that set.

[The following should be read for the Science only]

SAY: If you are working on a set of questions for a science cluster, please finish all

the questions in that set.

[The following should be read for all tests]

SAY: If you need additional time let me know.

For ELA and math only, after answering the last item in each segment, each student is presented with a screen prompting him or her to review answers (marked and unmarked) for all items available to the student prior to submitting the test. A test cannot be paused after the last item has been presented to the student in that segment.

After answering the last question, students must submit their tests. If students would like to review their answers before submitting their test, they should click [REVIEW MY ANSWERS] and then [SUBMIT TEST] after they finish reviewing. Once a student clicks [SUBMIT TEST], the student will not be able to review answers.

SAY: This test session is now over. If you have not finished, click PAUSE, and you

will be able to finish at another time.

Follow appropriate testing policies regarding allowing students who need additional time to finish testing. Keep in mind the 20-minute pause rule; students whose test is paused for longer than 20 minutes will not be able to go back to any questions that contain a response or are marked for review. Students will also not have access to notes entered in the Digital Notepad.


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[The following should be read for the ELA/Math CAT portion or Science only if

the length of time pausing the test is greater than 20 minutes, e.g., the

student will continue testing on another day]

SAY: Remember, if you are not finished and need to pause your test for more than

20 minutes, you will not be able to go back to the questions from this test

session, including questions marked for review. You will also not have

access to the notes you entered in the Digital Notepad.

SAY: If you have answered all the questions on your test and have finished

reviewing your answers, click SUBMIT TEST. I will now collect any scratch

paper or other materials.

PRs should click [Stop Session] to end the test session and pause any student test in the session that is still in progress. When finished, PRs can log out of the PR Interface by clicking the [Logout] button at the top right. PRs should also collect any scratch paper (and graph paper for math grades 6 and up) or material with student information used to assist with logging into the test.

10.2 Testing Over Multiple Sessions or Days

For some tests, particularly the performance tasks, students may be best served by sequential, uninterrupted time that may exceed the time in a student’s schedule. The SDDOE and Smarter Balanced recommends that the ELA PT be administered in two sessions corresponding with Part 1 and Part 2. Students can be provided breaks within each part; however, once a student moves on to Part 2, he or she will not be able to review or revise items in Part 1. For this reason, it is recommended that students complete Part 1 in one test session; Part 2 would ideally be delivered the next school day. For the mathematics PT, Smarter Balanced recommends that it be administered in one test session of 40–120 minutes. For science, the SDDOE recommends that it be administered in one session of 90–120 minutes.

If the PR intends to administer the test over the course of multiple days for a student or group of students, PRs may ask students to pause after they reach a designated point. For most tests, there is nothing built into the system to prevent students from progressing from one section of the test to another. In those cases, the PR should give the students clear directions on when to pause. For example, PRs may designate a certain amount of time for testing. Likewise, the end of Part 1 of the ELA PT might be a logical stopping point. This guidance may be written on a dry-erase board, chalkboard, or another place that students can easily see. Students will receive a notification when they reach the end of the section.

When testing is resumed on a subsequent day, the PR will need to start a new test session and provide a new session ID. When instructing the students to log in, PRs may read only the un-italicized sections of the general script (SAY boxes) to the students from the beginning in section 10.0 Day of Test Administration.

A summary of recommendations for the number of sessions and session durations is in section 7.3 Testing Time and Recommended Order of Administration.


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11.0 FOLLOWING TEST ADMINISTRATION

11.1 Destroying Test Materials

Federal law—the Family Educational Rights and Privacy Act—prohibits the release of any student’s personally identifiable information. Any printed materials must be securely stored and then shredded.

As a reminder, those printed, and paper test materials identified in section 3.0 Ensuring Test Security must be securely shredded immediately following each test session and may not be retained from one test session to the next. The only exception to this is scratch paper and graph paper used during the performance task, which should be handled according to the guidance provided in section 3.2 Secure Handling of Printed Materials.

11.2 Reporting Testing Improprieties, Irregularities, and Breaches

Throughout testing, ensure that all test security incidents were reported in accordance with the guidelines in sections 3.0 Ensuring Test Security and 4.0 Responding to Testing Improprieties, Irregularities, and Breaches in this manual and the TIDE User Guide located on the South Dakota Gateway.

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APPENDIX A: FREQUENTLY USED TERMS

Table 15 defines terms that are specific to the South Dakota assessments.

Table 15: Frequently Used Terms

Term Definition

Accommodations Changes in procedures or materials that increase equitable access during the South Dakota assessments. Assessment accommodations generate valid assessment results for students who need them; they allow these students to show what they know and can do. Accommodations are available for students with documented Individualized Education Programs (IEPs) or 504 Plans. State-approved accommodations do not compromise the construct, grade-level standards, or intended outcome of the assessments. See the South Dakota Tools, Supports, and Accommodations guidelines.

Appeal Authorized users may submit and view requests for resetting, reopening, invalidating, or restoring students’ assessments in accordance with state policy. These requests must result from a test security incident or incorrect test setting that impacted testing. All requests must be approved by a state education agency representative.

Assessment Coordinator (AC) District-level staff member who is responsible for the overall administration of the summative assessment in a district. ACs should ensure that the SCs and PRs in their districts are appropriately trained and aware of policies and procedures. In the event there is no AC, another designated individual will be assigned these responsibilities by the South Dakota Department of Education.

Break There is no limit on the number of breaks or the length of a break that a student may be given according to his or her unique needs. However, for some portions of the test, breaks of more than 20 minutes will prevent the student from returning to items already attempted, completed, and/or flagged for review by the student.

For a performance task (PT), the student can break for any amount of time and still return to any previously answered item within the PT’s current segment only.

Computer Adaptive Test (CAT) Based on student responses, the computer program selects the difficulty of items throughout the assessment. By adapting to the student as the assessment is taking place, these assessments present an individually tailored set of items to each student and provide more accurate scores for all students across the full range of the achievement continuum.


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Cluster (for Science only) An item cluster is designed to engage the student in a grade-appropriate, meaningful scientific activity aligned to a specific South Dakota standard. Item clusters include a stimulus and a series of questions that generally take students about 6-12 minutes to complete. There are a variety of item types including selected response, multi-select, table match, edit inline choice, and simulations of science investigations.

Designated Supports Accessibility features of the assessments available for use by any student for whom the need has been indicated by an educator (or team of educators working with the parent/guardian and student). See the South Dakota Tools, Supports, and Accommodations guidelines.

District Administrator (DA) District-level staff member who has the same capabilities as a State user in TIDE. DAs may be assigned by the State. DAs can add AC users. If assigned, a DA can upload, add, modify, and remove student records. All other responsibilities for this role should be assigned by the State.

Full-write A component of the English language arts/literacy (ELA) performance task that requires the student to develop an informative/explanatory, narrative, or opinion/argumentative multi-paragraph piece of writing for which he or she engages the full writing process.

Grace period extension Allows the student to review previously answered questions upon resuming a test after expiration of the pause timer. For example, a student pauses a test, and a 20-minute pause timer starts running. The following scenarios are possible:

• If resuming the test within 20 minutes, student can review previously answered questions.

• Without a GPE, student resuming the test after 20 minutes cannot review previously answered questions—student can only work on unanswered questions.

• Upon receiving a GPE, student can review previously answered questions upon resuming the test. The normal pause rules apply to this opportunity.

See the TIDE User Guide for more information on the Appeals process.

Invalidate a test A specific appeal in the TIDE system. Invalidating a test in the Appeals system results in the omission of test results and student responses from the testing and accountability systems. Invalidation is often the outcome for assessments impacted by a test security incident.

Permission for an invalidation is initiated through the Appeals process in TIDE. See the TIDE User Guide for more information on the Appeals process.


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Item A test question or stimulus presented to a student to elicit a response.

Pause Action taken by a student or PR to temporarily halt the test during any part of the test, as needed. Pauses of more than 20 minutes in the CAT component of the test will prevent the student from returning to items already attempted, completed, and/or flagged for review.

For a performance task, the student can pause for any amount of time and still return to any previously answered item within the PT’s current segment only. More information on test pausing is available in section 7.2 General Rules of Online Testing.

Performance Task (PT) A PT is an item type designed to provide students with an opportunity to demonstrate their ability to apply their knowledge and higher-order thinking skills to explore and analyze a complex, real-world scenario. It is a required portion of the test.

Reading Passage/Passage A reading passage is a type of stimulus (see definition of stimulus). When reading passage/passage is referenced on the Smarter Balanced assessment it is to differentiate this type of stimulus from others on the assessment. Reading passage or passage is used when speaking about the reading passages that are part of the ELA test.

Invalidate a test Eliminates the test opportunity, and the student has no further opportunities for the test. See the TIDE User Guide for more information on the Appeals process.

Proctor (PR) School personnel responsible for administering the Smarter Balanced and South Dakota Science assessments in a secure manner in compliance with the policies and procedures outlined in the Online, Summative, Test Administration Manual.

Re-open a test A specific appeal in the TIDE system. It applies to a test that has already been submitted or has expired and allows the student to access the previously closed test.

For example, a test may be reopened if a student started a test and became ill and was unable to resume testing until after the testing opportunity expired.

Permission for a reopen is initiated through the Appeals process in TIDE. See the TIDE User Guide for more information on the Appeals process.

Re-open test segment A specific appeal in the TIDE system. Reopens a test segment. This appeal is useful when a student inadvertently or accidentally leaves a test segment incomplete and starts a new test segment. Students can answer unanswered items, and can modify responses to answered items in the


57

reopened segment. This is only applicable for ELA and Math tests.

Permission for a reopen is initiated through the Appeals process in TIDE. See the TIDE User Guide for more information on the Appeals process.

Reset a test A specific appeal in the TIDE system. Resetting a student’s test removes that test from the system and enables the student to start a new test. Any work previously done on the test would be lost.

Valid reasons for a reset would be if a student’s test event was administered inconsistently with the student’s IEP (this would include both embedded and non-embedded accommodations) or if the student started a test and didn’t have a needed language support (such as a language glossary).

Permission for a reset is initiated through the Appeals process in TIDE. See the TIDE User Guide for more information on the Appeals process.

Restore a test that was reset A specific appeal in the TIDE system. Restore a test from the “Reset” status to its prior status. This action can only be performed on assessments that have been reset.

A test opportunity can be restored if it was reset in error. For example, if a test reset was requested for a mathematics test instead of an ELA test, then that mathematics test can be restored to its previous status.

Permission for a restore is initiated through the Appeals process in TIDE. See the TIDE User Guide for more information on the Appeals process.

School Coordinator (SC) School staff member responsible for monitoring the test schedule, process, and PRs. SCs are also responsible for ensuring that PRs have been appropriately trained and that testing is conducted in accordance with the test security and other policies and procedures established by the Smarter Balanced Assessment Consortium.

State User (STATE) SDDOE state member role in TIDE.

Secure Browser A web browser that is downloaded and installed on a computer prior to a student beginning the test. The browser is specifically designed for use with the Smarter Balanced and South Dakota Science assessments to provide secure access to the CAT and PT test for each content area and prevent students from accessing specific hardware and software functions (e.g., other browsers, screenshot programs) that are not allowed during the assessments.

Segment A part of a test within the test delivery system. Depending on the test, segments typically separate items from others if the eligible tools are different (i.e., the mathematics test may have two segments—one segment that allows calculator use and


58

another segment that does not). When a student completes a segment of the test, he or she will receive a message that indicates that once that segment is submitted it is no longer possible to return to items in that segment.

Session A timeframe in which students actively test in a single sitting. The length of a test session is determined by building or district administrators who are knowledgeable about the periods in the building and the timing needs associated with the assessment. Smarter Balanced recommends that session durations range between 40 and 120 minutes. However, Smarter Balanced assessments are not timed, and an individual student may need more or less time overall. Further, individual students will have unique needs regarding the length of a test session.

Smarter Balanced recommends the CAT portion of the ELA and mathematics assessments be administered in two sessions each.

Note: A test session does not need to end when a segment ends.

Standalone Item (for Science only) Standalone science item are designed to engage the student in a grade-appropriate, meaningful scientific activity aligned to a specific South Dakota standard. Stand-alone science items generally take students 1-3 minutes to complete. All items ask students to use science and engineering practices and apply their understanding of disciplinary core ideas and crosscutting concepts to make sense out of real-world phenomena. There are a variety of item types including selected response, multi-select, table match, edit inline choice, and simulations of science investigations.

Statewide Student Identifier (SSID) A statewide, unique student identifier, as assigned for use in TIDE, assigned to each student by his or her state education agency for the purpose of the Smarter Balanced assessments. In some cases, this may be the same identifier used on other state assessments.

Stimulus/Stimuli Material or materials used in the test context which form the basis for students to answer connected test items. Many items/tasks for the assessments include a stimulus along with a set of questions to which the student responds. Stimulus materials are used in science and mathematics assessments to provide context for assessing students’ knowledge and skills. Examples of stimuli include: texts viewed on a computer screen; images with audio presentations for students to listen to; simulated web pages for students to use for research or scenarios; charts and graphs for mathematics/science items.

Teacher (TE) School personnel responsible for administering the Smarter Balanced and South Dakota Science assessments in a secure manner in compliance with the policies and procedures


59

outlined in the Online, Summative, Test Administration Manual.

Technology Coordinator District or school level staff assigned with technology preparation or troubleshooting support for online testing.

Test Information Distribution Engine (TIDE)

The registration system used for the Smarter Balanced assessments. This is the system through which users interact with and inform the test delivery system. This registration system provides administrators with the tools to add and manage users and students participating in the Smarter Balanced assessments. This system uses a role-specific design to restrict access to certain tools and applications based on the user’s designated role.

See the TIDE User Guide for complete information.

Test Security Incident Log Document of record for a district to record all test security incidents. The template must be downloaded from the South Dakota Gateway.

Testing Breach A security event that poses a threat to the validity of the test. Examples may include such situations as a release of secure materials or a security/system risk. These circumstances have external implications for the Consortium and may result in a Consortium decision to remove the test item(s) from the available secure bank. A breach incident must be reported immediately to the state level.

For specific details on how to proceed when an incident has occurred, please refer to section 4.0 Responding to Testing Improprieties, Irregularities, and Breaches of this manual.

Testing Impropriety An unusual circumstance that has a low impact on the individual or group of students who are testing and has a low risk of potentially affecting student performance on the test, test security, or test validity. These circumstances can be corrected and contained at the local level.

For specific details on how to proceed when an incident has occurred, please refer to 4.0 Responding to Testing Improprieties, Irregularities, and Breaches of this manual.

Testing Irregularity An unusual circumstance that impacts an individual or group of students who are testing and may potentially affect student performance on the test, test security, or test validity. These circumstances can be corrected and contained at the local level, but are submitted in the online system for resolution of the Appeal for testing impact.

For specific details on how to proceed when an incident has occurred, please refer to 4.0 Responding to Testing Improprieties, Irregularities, and Breaches of this manual.

Universal Tools Available to all students based on student preference and selection.


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See the South Dakota Tools, Supports, and Accommodations guidelines.

APPENDIX B: ITEM TYPES

61


Item and response types

As students engage with the South Dakota assessments, they will be asked test questions that require them to respond in several ways, some of which may be new to students.

South Dakota and Smarter Balanced has produced several resources that teachers and students can use to get ready for the test, including a Practice Test and a Training Test. As pointed out in Appendix D of this manual, it is highly recommended that ALL students access the Training Test site before taking the test. Doing so will provide students an opportunity to view and practice each of the item types.

The Practice Tests and Training Tests are available on the South Dakota Gateway. http://www.smarterbalanced.org/assessments/practice-and-training-tests/

Summary of item types and how to provide responses

Table 16 lists the different item types and briefly describes each one.

Not all assessments will necessarily include all item types.

Table 16: Item and Scoring Types

Content Area Type of Item Brief Description of How to Respond

ELA, Mathematics, and Science

Multiple Choice select a single option

Multiple Select select two or more options

Match Interaction match text or images in rows to values in columns

ELA and Mathematics

Short Answer Text Response

keyboard entry

Mathematics and Science

Grid Item - Graphing plot points and/or draw lines

Table Interaction keyboard entry into table cells

Equation Response enter equation or numeric response using on-screen panel containing mathematical characters

Mathematics Only Grid Item – Drag and Drop

drag-and-drop single or multiple elements into a background image

Grid Item - Hot Spot select certain areas of an image

ELA Only Evidence Based Selected Response

two-part item:

• Part A: Respond to a Multiple-Choice item

• Part B: Cite the evidence that supports the answer to Part A either Multiple Choice, Multiple Select, or Hot Text

Hot Text select sections of text, or drag-and-drop sections of text

http://www.smarterbalanced.org/assessments/practice-and-training-tests/


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Essay/Writing Extended Response

keyboard entry

Science Only Simulations simulations of science investigations

Edit In-Line Choices Select choices from drop-down menus to complete sections of text

Technical skills to access embedded resources

To access some of the embedded resources (such as strikethrough, highlighter, American Sign Language videos, and text-to-speech) that are available to help work through these item types, students may need to access the right-click context menu. Please note the method to access the menu is dependent on the student’s device type. Devices and methods are shown in Table 17.

Table 17: Right-Click Context Menu

Device Type Method to Access Right-Click Context Menu

Windows-based desktop or laptop (two-button mouse)

Click on the right mouse button.

Mac OS-based desktop or laptop (one-button mouse)

Hold down the [Ctrl] key on keyboard and then click the mouse button.

iPad tablet (touchscreen) Tap on the menu in the upper-left corner of the secure browser application.

Android-based tablet (touchscreen) Tap on the menu in the upper-left corner of the secure browser application.

Chromebook (trackpad) Hold down the [Alt] key on the keyboard and tap the trackpad.

APPENDIX C: SECURE BROWSER FOR TESTING

63


Proctors (PRs) should be aware of the following guidelines and employ the necessary precautions while administering online assessments:

• Close External User Applications Prior to administering the online assessments, PRs should check all computers that will be used and close all applications except those identified as necessary by the School Technology Coordinator. After closing these applications, the PR should open the secure browser on each computer.

The secure browser and Student Interface automatically detect certain applications that are prohibited from running on a computer while the secure browser is open. The secure browser will not allow a student to log in if the computer detects that a forbidden application is running. A message will also display that lists the forbidden application(s) that needs to be closed.

If a forbidden application is launched in the background while the student is already in a test, the student will be logged out and a message displayed. The student will have to close the forbidden application, reopen the secure browser, and log in to continue working on the assessment. This would be considered a test security incident.

• Testing on Computers with Dual Monitors Systems that use a dual monitor setup typically display an application on one monitor screen while another application is accessible on the other screen.

Students should not take online assessments on computers that are connected to more than one monitor except in extremely rare circumstances such as when a PR is administering a test via read-aloud and wants to have a duplicate screen to view exactly what the student is viewing for ease of reading aloud. In these rare cases where a dual monitor is allowed, Smarter Balanced requires that the monitors be set up to “mirror” each other. School Technology Coordinators can assist PRs in setting up the two monitors to ensure they mirror each other rather than operate as independent monitors.

In these cases, all security procedures must be followed, and the test administered in a secure environment to prevent others from hearing the questions or viewing the student or PR screens.

Secure browser error messages

Possible error messages displayed by the open-source secure browser are shown in Table 18.

Table 18: Secure Browser Error Messages

Message Description

Secure Browser Not Detected

The system automatically detects whether a computer is using the secure browser to access the online testing system. The system will not permit access to a test other than through the secure browser; under no condition may a student access a test using a non-secure browser.


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Unable to Establish a Connection with the Test Delivery System

If a computer fails to establish a connection with the test delivery system, a message will be displayed. This is most likely to occur if there is a network-related problem. The causes may include an unplugged network cable or a firewall not allowing access to the site.

Force-quit commands for secure browsers

In the rare event that the secure browser or test becomes unresponsive and you cannot pause the test or close the secure browser, users have the ability to “force quit” the secure browser.

To force the browser to close, use the following keyboard commands. (Reminder: This will log the student out of the test he or she is taking. When the secure browser is opened again, the student will have to log back in to resume testing.)

You are strongly advised against using the force-quit commands, as the secure browser treats this action as an abnormal termination. The secure browser hides features such as the Windows taskbar; if the secure browser is not closed correctly, then the taskbar may not reappear correctly. These commands should be used only if the [Close Secure Browser] button does not work.

Table 19. Secure Browser Force-Quit Commands for Desktop Computers

Force-quit Commands

Windows: [Ctrl] + [Alt] + [Shift] + [F10]

Mac OS X: [Ctrl] + [Alt] + [Shift] + [F10]

Linux: [Ctrl] + [Alt] + [Shift] + [Esc]

Note for Windows and Mac Users:

If you are using a laptop or netbook, you may also need to press the [FN] key before pressing [F10].

The secure browser hides features such as the Windows task bar or Mac OS X dock. If the secure browser is not closed correctly, then the task bar or dock may not reappear correctly, requiring you to reboot the device. Avoid using a force-quit command if possible.

Force-quit commands listed in Table 19 do not work for iOS, Chrome OS, and Android mobile devices. The commands included in Table 20 should be used only if the [Close Secure Browser] button does not work.

Table 20. Secure Browser Force-Quit Commands for Mobile Devices

Mobile Force-Quit Commands

• iOS: To exit Guided Access, triple-click the Home button, then close the app as you would any other iOS app.

• Chrome OS: To exit the secure browser, press [Ctrl] + [Shift] + [S].


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Mobile Force-Quit Commands

• Android OS: To close the secure browser, tap the menu button in the upper-right corner and select Exit.

APPENDIX D: PRACTICE AND TRAINING TESTS

66


In preparation for the test and to expose students to the various item-response types in ELA, mathematics, and science (see Appendix B for item types), it is highly recommended that all students access the Practice and Training Tests, available on the South Dakota Gateway. Each resource offers students a unique opportunity to experience a test in a manner similar to what they will see on the summative assessments and prepares students for testing. These resources will not be automatically scored; however, for reference, scoring guides are available on the South Dakota Gateway.

Overview of the Practice Tests

The Practice Tests allow educators and students to experience a full grade-level test and gain insight into the assessments. The Practice Tests mirror the summative assessments for ELA, Mathematics, and Science, but responses are not saved and are not scored. The Practice Test also includes a comprehensive reflection of embedded universal tools, designated supports, and accommodations, which should also be provided to students with any non-embedded universal tools, designated supports, and accommodations as allowed on the summative assessments.

Overview of the Training Tests

The Training Tests are designed to provide students and educators with an opportunity to quickly familiarize themselves with the software and navigational tools that they will use on the Smarter Balanced assessments. The Training Tests are organized by grade bands (grades 3–5, 6–8, and high school). Each test contains approximately 10 questions.

The questions were selected to provide students with an opportunity to practice a range of item response types. The Training Tests do not contain performance tasks. Similar to the Practice Tests, the Training Tests include all embedded universal tools, designated supports, and accommodations. Note that the text-to-speech functionality is available only when using the Training Tests through the secure browser. The student Training Test site may be used by anyone. Students can log in as guests or use their first name and SSID. Students who log in using their credentials may log in to a guest session or a proctored training session with a training session ID set up through the PR Training Test site.

Proctor login for the Practice and Training Tests

The Proctor Training Test site provides an opportunity for PRs to practice setting up a test session using a Practice Test or Training Test. Access to the Proctor Training Test site requires specific login credentials provided by the State. This site may only be used by authorized state-level users, DAs, ACs, SCs, TEs, and PRs. Note that braille Practice Tests and Training Tests can only be accessed through the PR Training site.

To access the Proctor Training site, go to http://sd.portal.airast.org and select the [Educators] card. Then select the [Practice & Training Test Administration] card. Enter your email address and password when prompted. You may also be prompted to enter an email code.

For additional information about how to set up a Practice Test or Training Test session, refer to the Proctor User Guide located at South Dakota Gateway.

Do NOT use the live Student Interface or PR Interface for practice. Doing so constitutes a test security incident (breach). For all Training Test sessions, use the PR Training site and the Practice



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Tests or Training Tests. See Section 4.0, Responding to Testing Improprieties, Irregularities, and Breaches for information about test security breaches.

It is highly recommended that all students access the Training Test site before taking a test. The Training Tests will be especially beneficial for those students who have not previously participated in online testing. Teachers are encouraged to conduct a group walk-through of the Training Test or Practice Test with their students to promote familiarity with the testing format and basic test rules and to allow for free and open communication on the testing process and/or content (see section 7.2 General Rules of Online Testing). This walk-through of the Practice and Training Tests provide opportunities for PRs to describe the limitations to the support they will be able to provide and the verbal interactions they can have with students during each live test session.

In addition, Smarter Balanced hosts a Sample Test on the Smarter Balanced Website (http://www.smarterbalanced.org/assessments/practice-and-training-tests/) for public use that provides information about how the test works, what is expected of students, and the various item types. It is highly recommended that students and educators from member states use their state-hosted Practice and Training tests rather than the Smarter Balanced Sample Tests to ensure that students and educators become familiar with how the tests are presented on their test delivery systems.

http://www.smarterbalanced.org/assessments/practice-and-training-tests/

http://www.smarterbalanced.org/assessments/practice-and-training-tests/)

APPENDIX E: PRACTICE AND TRAINING TESTS

68

APPENDIX E: COMPUTER ADAPTIVE TEST PAUSE RULE SCENARIOS

Scenarios:

1. If the computer adaptive test (CAT) portion of the test for ELA, Math, and Science is paused for 20 minutes or less, the student can return to previous test pages and change the response to any item he or she has already answered within a segment.

2. If the CAT portion of the test for ELA, Math, and Science is paused for MORE than 20 minutes, the test will return the student to the last page with unanswered items when the student resumes testing. If a page has both answered and unanswered items, the student may change any answers on that page. The student may not return to previous pages and cannot change responses (complete or incomplete) to items on previous pages.

a. Example: A single test page has items 4–10. A student answers items 4–7 and pauses the test for more than 20 minutes. When the student resumes testing, he or she can change answers to items 4–10 but cannot return to items 1–3 on an earlier page.

b. Example: A page contains items 9–11 and a student answers all of those items before pausing the test for more than 20 minutes. When the student resumes testing, he or she will begin on item 12 and cannot return to items 1–11.

NOTE: A constructed response item is considered answered if the student has taken any action within the response area. This includes random keystrokes (e.g., sdkjfasdgi), one or more spaces using the spacebar, clicking anywhere on a Grid Item - Hot Spot item, etc.

APPENDIX F: TEST SECURITY

69

APPENDIX F: TEST SECURITY CHART

The Test Security Chart shows the test security incident levels and examples of types of issues.

Level of Severity & Potential Effect on Test Security

Types of Issues

LOW Impropriety

Student(s) making distracting gestures/sounds or talking during the test session that creates a disruption in the test session for other students. Student(s) leave the test room without authorization. Disruptions to a test session such as a fire drill, school-wide power outage, earthquake, or other acts.

MEDIUM Irregularity

Student(s) cheating or providing answers to each other, including passing notes, giving help to other students during testing, or using hand-held electronic devices to exchange information.

Student(s) accessing the Internet or any unauthorized software or applications during a testing event.

Student(s) accessing or using unauthorized electronic equipment (e.g., cell phones, smart watches, PDAs, iPods, or electronic translators) during testing.

Proctor or Coordinator leaving related instructional materials on the walls in the testing room.

Administrator or Coordinator failing to ensure administration and supervision of the Smarter Balanced assessments by qualified, trained personnel.

Administrator giving incorrect instructions that are not corrected prior to testing.

Administrator or Coordinator giving out his or her username/password (via email or otherwise), including to other authorized users.

Administrator allowing students to continue testing beyond the close of the testing window.

Administrator or teacher coaching or providing any other type of assistance to students that may affect their responses. This includes both verbal cues (e.g., interpreting, explaining, or paraphrasing the test items or prompts) and nonverbal cues (e.g., voice inflection, pointing, or nodding head) to the correct answer. This also includes leading students through instructional strategies such as think-aloud, asking students to point to the correct answer or otherwise identify the source of their answer, or requiring students to show their work.

Administrator providing students with non-allowable materials or devices (e.g., calculators during non-calculator sections) during test administration or allowing inappropriate designated supports and/or accommodations during test administration.

Administrator allowing anyone other than a student to log in to the test unless prescribed as an allowable accommodation in the student’s Individualized Education Program (IEP). This includes Proctors (PRs) or other staff using student information to log in or allowing a student to log in using another student’s information.

Administrator providing a student access to another student’s work/responses.

HIGH

BREACH

Administrator or Coordinator modifying student responses or records at any time.

The live Student Interface or PR Interface being used for practice instead of the Training or Practice Tests.

Adult or student posting items or test materials on social media (Twitter, Facebook, etc.).

Administrator allowing students to take home printed test items, reading passages, writing prompts, or scratch paper that was used during the test or failing to otherwise securely store test materials.

Adult or student copying, discussing, or otherwise retaining test items, reading passages, writing prompts, or answers for any reason. This includes the use of photocopiers or digital, electronic, or manual devices to record or communicate a test item. This also includes using secure test items, modified secure test items, reading passages, writing prompts, or answer keys for instructional purposes.

APPENDIX F: TEST SECURITY

70

Secure test materials being shared with the media (such as the writing prompts, test items, or reading passages), or allowing media to observe a secure test administration.

Adult or student improperly removing secure testing materials such as test items, stimuli, reading passages, writing prompts, or scratch paper from the testing environment.

APPENDIX G: MULTIPLICATION TABLE

(MATH), 100s NUMBER TABLE (MATH),

AND PERIODIC TABLE (SCIENCE)

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APPENDIX G: MULTIPLICATION AND 100S NUMBER TABLE (MATH), PERIODIC TABLE (SCIENCE)

A single-digit (1–9) multiplication table is a non-embedded accommodation for grades 4 and above mathematics items. The multiplication table is to be used only for students with a documented and persistent calculation disability (i.e., dyscalculia). This table can be printed for students requiring this accommodation from South Dakota Gateway. Use of other multiplication tables is prohibited.

A table listing numbers from 1-100 is a non-embedded accommodation for grades 4 and above mathematics items. The 100s number table is to be used only for students with visual processing or spatial perception needs as documented in their IEP or 504 plan. This table can be printed for students requiring this accommodation from South Dakota Gateway. Use of other 100s number tables is prohibited.

APPENDIX G: MULTIPLICATION TABLE

(MATH), 100s NUMBER TABLE (MATH),

AND PERIODIC TABLE (SCIENCE)

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A document containing the Periodic Table is available for the Grade 8 and Grade 11 Science assessments as a non-embedded accommodation. The printed Periodic Table is to be used only for students with visual processing or spatial perception needs as documented in their IEP or 504 plan. This table can be printed for students requiring this accommodation from South Dakota Gateway. Use of other Periodic Tables are prohibited.

NOTE: These pages are not intended to be printed for student use during testing.

APPENDIX H: DISTRICT ADMINISTRATOR AND

ASSESSMENT COORDINATOR CHECKLIST

73

APPENDIX H: DISTRICT ADMINISTRATOR AND ASSESSMENT COORDINATOR CHECKLIST

Refer to the DA and AC activity checklist below.

Activities Reference in Manual

Estimated Time to

Complete

Target Completion

Date Notes/Resources

Direct Responsibilities

1. Notify schools when administration manuals and training materials are available.

TAM, section 2.1

Complete at least 5–6 weeks prior to testing.

South Dakota Gateway

2. Review all South Dakota Assessment policy and test administration documents.

TAM, section 2.1

60–90 minutes



3. Review scheduling and testing requirements with SCs.

TAM, sections 7.2 and 7.3

60–90 minutes



4. Plan any state-required training for SCs and PRs; retrain as needed.

None Complete at least 3 weeks prior to testing.

5. Review training modules and schedule training session for SCs.

TAM, section 2.1

2–3 hours

Complete while spaced over 2–3 weeks prior to testing.


6. Review security procedures with SCs and PRs.

TAM, sections 3.0, 4.0, and Appendix F



7. Work with District Technology Coordinators to ensure timely computer setup.

• Conduct network diagnostics.

• Download the secure browser (beginning late August or early September).

TSM, section I, Network Diagnostic Tools

TSM, section V

TSM, sections I and II

5–10 hours

Complete at least 2 weeks prior to testing.


APPENDIX H: DISTRICT AND ASSESSMENT

COORDINATOR CHECKLIST

74


Estimated Time to

Complete

Target Completion


• Verify that schools meet the minimum technology requirements.

8. Work with schools to review TIDE student enrollment information.

TIDE User Guide

2–4 hours

Complete at least 2 weeks before testing and during testing.


9. Perform an equipment needs assessment based on individual student requirements.

• Work with the SC to identify students who will need specialized equipment for accommodations.

• Communicate with the SC/PRs to identify the number of headsets needed in order to take the ELA Listening portions of the assessment. Place order for the number of headsets needed plus extra.

None 1–2 hours


Students are permitted and encouraged to use their own ear buds or headsets—but districts and schools should also plan on having some available.

Monitor Administration Activities

10. Investigate all testing improprieties, irregularities, and breaches reported by PRs.

• Follow reporting procedure according to section 4.0.

TAM, section 4.0

As needed

Ongoing. Deadline for all submissions will be one week after the testing window closes.


11. Report any test security incident in TIDE and report to the


As needed




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Estimated Time to

Complete

Target Completion


appropriate personnel according to the guidelines in section 4.0 and 5.0.

12. Monitor with the District Technology Coordinator any technical problems to apply resolutions or disseminate information at other school sites prior to testing.

None Ongoing throughout the testing window.

District and Assessment Coordinator Activities

Reference in Manual

Target Completion Date

Notes/Resources

Oversight Responsibilities

13. Ensure that SCs and PRs in the district are appropriately trained and aware of policies and procedures, especially related to security.




14. Review school test administration schedules for adequate time and resource planning.

TAM, section 7.3



15. Verify that SCs and PRs have reviewed student information in TIDE and are verifying student settings for designated supports and accommodations in TIDE.

TIDE User Guide



16. You or your designee must be available during your testing window for questions and problem solving.

None Complete during your entire testing window.

17. Communicate regularly with SCs any emerging trends or issues.

None Complete during your entire testing window.



76

Contact Information

Questions about state policies

SDDOE Lead Contact for Science Test Policy, Testing Irregularities, or in the event of a security breach

Christina Booth

605-773-3246

[email protected]

SDDOE Accommodations Lead

Beth Schiltz

605-773-4257

[email protected]

SDDOE Lead Contact for ELA/Math Test Policy, Testing Irregularities, or in the event of a security breach

Amanda Thronson

(605) 773-3247

[email protected]

SDDOE Office Of Assessment

[email protected]

Questions about technology and the overall administration procedures

South Dakota Assessment Help Desk

1-855-838-8378

[email protected]

6am-6pm CT (Mon-Fri)






APPENDIX I: SCHOOL COORDINATOR

CHECKLIST

77

APPENDIX I: SCHOOL COORDINATOR CHECKLIST

Refer to the School Coordinator activity checklist below.

Activities Reference in

Manual

Estimated

Time to

Complete

Target Completion

Date

Notes/Resources

Direct Responsibilities

1. Attend trainings your district offers and review all South Dakota Assessment trainings and test administration documents.

TAM, section 2.1 60–90 minutes



2. Ensure that all PRs attend your school’s or district’s training and review the self-paced online training modules posted on the South Dakota Gateway. Review with PRs the videos (“What is a CAT?” and “What are Universal Tools?”) and encourage them to show these to their students in preparation for the test.

TAM, section 2.1 2–3 hours



3. Work with technology personnel to ensure timely computer setup:

• Conduct network diagnostics.

• Download the secure browser.

• Verify that your school has met the minimum technology requirements.

• Ensure that other technical issues are resolved before and during testing.

Configurations & Troubleshooting Manuals

5–10 hours




CHECKLIST

78


Manual

Estimated

Time to

Complete

Target Completion

Date

Notes/Resources

4. Communicate with the PRs to identify the number of headsets needed for each testing site and ensure that the needed number are available at least two weeks prior to the testing window.

• Headsets are required for the ELA CAT assessment to support the Listening portions of the assessment, for students who require text-to-speech for ELA, Math, or Science, or for students requiring audio glossaries (mathematics only).

• Communicate with the DA/AC to identify the number of headsets needed.

None Up to 1 hour


Order the number needed plus extra.


5. Perform an equipment needs check based on individual student requirements.

• Work with PRs to identify students who will need specialized equipment for accommodations.

None 1–2 hours


6. Based on the test administration windows, work with PRs and TEs to establish a testing schedule.




7. Work with PRs to review student information in TIDE applications before

TIDE User Guide

TAM, section 9.2

2–4 hours

Complete at least 1–2



CHECKLIST

79


Manual

Estimated

Time to

Complete

Target Completion

Date

Notes/Resources

students are tested to ensure that correct student information and test settings for designated supports and accommodations are applied.

weeks prior to testing.

8. Establish a place to test those students who need a separate test setting.

TSA 1–2 hours



9. Work with PRs to plan a quiet activity for each test session for students who finish early.

None 30 minutes

Complete the week of testing.

The activity should not be related to the test being given. For example, students who finish early may work on assignments for unrelated subjects or read a book.

10. Ensure proper handling of all printed test materials and scratch paper. Collect all test materials on each day of testing to keep in a secure location until after the test session, and then destroy according to the security policy outlined in the TAM.


Complete during and after testing window.


11. Ensure adherence to all security policies.

• Ensure that all PRs read and sign state security agreements if required by your state.

TAM, section 3.0 Ongoing South Dakota Gateway


CHECKLIST

80


Manual

Estimated

Time to

Complete

Target Completion

Date

Notes/Resources

12. Document any testing impropriety, irregularity, or breach and report to the DA/AC immediately after learning of the incident.

• Working with the AC, enter incidents in TIDE.


As needed

Ongoing South Dakota Gateway

Monitor Administration Activities

13. Monitor testing progress during the testing window and ensure that all students participate as appropriate, addressing student issues as needed.

None As needed

Ongoing

14. Raise any technical issues with the School Technology Coordinator for resolution.

None As needed

Ongoing

15. Review, investigate, and report on all potential testing improprieties, irregularities, and breaches reported by the PR. Mitigate incidents when appropriate.


As needed

Ongoing South Dakota Gateway

School Test Coordinator Activities

Reference in Manual


Notes/Resources

Oversight Responsibilities

16. Verify that PRs have verified student settings for designated supports and accommodations in TIDE.

TIDE User Guide,



17. Assist PRs in taking proper measures to ensure that students have access only to allowable

None Complete prior to testing.


CHECKLIST

81

School Test Coordinator Activities

Reference in Manual


Notes/Resources

non-embedded resources during testing.

18. Verify that PRs are adhering to all test security policies and practices and that they have access to the Test Security Incident Log, and that they understand how to complete this document if testing improprieties, irregularities, or breaches occur.

TAM, sections 3.0, 4.0, 5.0, and Appendix F

Complete during testing.


Contact Information



Christina Booth

605-773-3246

[email protected]


Beth Schiltz

605-773-4257

[email protected]


Amanda Thronson

(605) 773-3247

[email protected]


[email protected]



1-855-838-8378

[email protected]







APPENDIX J: TEACHER AND PROCTOR

CHECKLIST

82

APPENDIX J: TEACHER AND PROCTOR CHECKLIST

Refer to the Teacher and Proctor activity checklist below.


Manual

Estimated

Time to Comple

te

Target Completion

Date

Notes/Resources

1. Review all South Dakota Assessment policy and test administration documents, particularly the Test Administration Manual (TAM).




2. Review the training modules and attend school or district training sessions, if any are offered.




3. Show students the videos “What is a CAT?” and “What are Universal Tools?”

TAM, section 2.1 1 hour Complete while spaced over 2–3 weeks prior to testing.


4. Provide students with a walk-through of the Training Test and/or Practice Test for familiarity with navigation of the system and tools.

TAM, Appendix D 1 hour Complete while spaced over 2–3 weeks prior to testing.


5. Perform an equipment needs check based on individual student requirements.

• Work with the SC to identify students who will need specialized equipment for accommodations.

None 1–2 hours




6. Work with the SC to determine precise

TAM, section 7.3 Complete at least 1–2



CHECKLIST

83


Manual

Estimated

Time to Comple

te

Target Completion

Date

Notes/Resources

testing schedules based on the test administration windows selected by the school schedule.

• Make sure your students’ test administration schedule includes allowable breaks.

weeks prior to testing.

7. Confirm that you have received your TIDE login information. You should have received an automated email from the Help Desk notifying you of how to log in to TIDE. You will also use this username and password for the Online Testing System.

TIDE User Guide Complete at least 1–2 weeks prior to testing.

If you have not received this information, please check your spam/junk email folder to see if it was mistakenly routed there. If not, check with your School Test Coordinator.


8. Work with your SC to ensure that each student has an SSID number and has been loaded into TIDE.

TIDE User Guide Complete at least 1–2 weeks prior to testing.


9. Confirm each student’s test settings for designated supports and accommodations in TIDE against their IEP or other relevant documentation as appropriate.

TIDE User Guide 2–4 hours



10. Ensure that the open-source secure browser has been downloaded to any computer(s) on which

Configurations & Troubleshooting Manuals

1–2 hours


and again


Check with your SC or School Technical Coordinator if the


CHECKLIST

84


Manual

Estimated

Time to Comple

te

Target Completion

Date

Notes/Resources

students will be testing.

Complete the day before testing or morning of testing.

[Secure Browser] icon is missing.

11. Communicate to students the need for headsets in order to take the ELA Listening portions of the assessment or the Text-to-Speech support for ELA, Math Science, or translated glossaries for Math.

a. Identify any students who may not have their own headsets and make arrangements with the school to have headsets available for those students. Counts should be determined prior to testing.

b. Also have extra headsets on hand for students who may forget to bring theirs.

c. Send reminders several days before and the day prior to testing to ensure students remember to bring headsets.

None Make a count of needed headsets (vs students who have their own) at least 3 weeks prior to testing and tell your SC the number needed.

Three days before testing, remind students to have their headsets available the day of tests.

One day before testing, remind students to bring their headsets.

Administration of the ELA assessment will contain a listening portion. In addition, students with Text-to-Speech supports or the translated glossaries for Math also contain audio. Students will need ear buds or headsets. Make sure your school has extras available for students who may need them on the day of testing.

Have extra headsets on hand in case students forget.



CHECKLIST

85


Manual

Estimated

Time to Comple

te

Target Completion

Date

Notes/Resources

12. Plan a quiet activity for each test session for students who finish early.

None 15–30 minutes

Complete the week of testing.

The activity should not be related to the test being given. For example, students who finish early may work on assignments for unrelated subjects or read a book.

13. Prior to administration, check all computers that will be used and close all applications except those identified as necessary by the school’s Technology Coordinator. Make sure that no computer has dual monitors.

• Work with your SC to set system volume prior to students launching the secure browser to ensure students can hear the audio portions of the ELA segment.

None 1–2 hours

Complete the morning of testing.

The PR should open the secure browser on each computer after closing any unnecessary applications.

14. Review all guidelines for creating a secure test environment.

• Review all security procedures and guidelines in the TAM.

• Carefully read and sign a test security agreement if required by your state.

TAM, section 3.0 Prior to and during day(s) of testing.



CHECKLIST

86


Manual

Estimated

Time to Comple

te

Target Completion

Date

Notes/Resources

15. Make sure the physical conditions of the testing room are satisfactory.

• Make sure that no instructional materials directly related to the content of the assessments are visible.

• Students should be seated so there is enough space between them, or provide desktop partitions to minimize opportunities to look at each other's screen.

• Actively monitor students throughout the test sessions.

• Students who are not being tested may not be in the room where a test is being administered.

TAM, section 3.0 Complete the day(s) of testing.

• Make sure students clear their desks and put away all books, backpacks, purses, cell phones, electronic devices of any kind, and other materials not needed for the test.

• Ensure that students do not access unauthorized electronic devices (such as cell phones) at any time during testing.


16. On the day of testing, verify that the students have their login information (first name, SSID, and session ID).

TIDE User Guide Complete the day(s) of testing.



CHECKLIST

87


Manual

Estimated

Time to Comple

te

Target Completion

Date

Notes/Resources

17. Administer the Smarter Balanced assessments, following the script and directions for administration. Provide any necessary non-embedded designated supports and accommodations.

TAM, section 10.1

Complete the day(s) of testing.


Provide students with scratch paper for all test sessions. Also provide students in grades 6 and above graph paper for the mathematics assessments.

18. Report any testing improprieties, irregularities, and breaches to the SC and DA/AC in writing immediately following an impropriety, irregularity, or breach.

TAM, sections 4.0, 5.0, and Appendix F

Complete as soon as possible during or immediately following testing.


19. Securely dispose of all printed testing materials, including student login information, print-on-demand documents, and scratch paper in a secure manner.


Complete after testing.


Contact Information



Christina Booth

605-773-3246

[email protected]


Beth Schiltz

605-773-4257

[email protected]


Amanda Thronson

(605) 773-3247

[email protected]


[email protected]






CHECKLIST

88



1-855-838-8378

[email protected]



INDEX

89

INDEX

A Accessibility

Accommodation, 36, 54

Designated Supports, 36, 55

Universal Tools, 36, 59

Appeals, 19, 54

Invalidation, 19, 55

Reopen, 21, 22, 56

Reset, 20, 57

Restore, 23, 57

C Checklists

District/Assessment Coordinator Checklist, 73

School Coordinator Checklist, 77

Teacher/Proctor Checklist, 82

Computer Adaptive Test, 54

D Directions for Administration

Login Script, 42

District Administrator, 6

District Test Coordinator, 6

F Following Test Administration, 53

Destroying Test Materials, 53

Reporting Testing Improprieties, Irregularities, and Breaches, 53

H Help Desk, 5

I Item Types, 61

M Multiplication Table, 71

P Participation, 25

Pause rules, 26

Performance Task, 56

Practice Test, 11, 66

R Roles and Responsibilities, 6

S School Test Coordinator, 7

Secure browser, 24

Force-quit, 64

Sensitive Responses, 33

State, 6, 39

T Technology Resources, 24

Test Administration, 25

Additional Required Resources, 39

Day of, 42

General Rules of Online Testing, 26

Monitoring Test Progress, 49

Monitoring Test Selection, 49

Recommended Order of Administration, 28

Starting a Test Session, 42

Tasks, 39

Testing Over Multiple Sessions or Days, 52

Verifying student information, 39

Test Administration Resources, 9

Manuals, 9

Other, 11

Training Modules, 10

Teacher, 7

Test Expiration, 28

Test Security, 12

Breach, 16, 17, 59

Destruction of printed materials, 14

Environment, 12

Impropriety, 16, 59

Irregularity, 16

Printed Materials, 14

Scratch Paper, 14

Test Security Chart, 69

Test Security Incident Log, 18

Test Security Required Action Steps, 17

Test Security Incident Log, 18

Test Security Required Action Steps, 17

Test Timeout, 27

Testing Improprieties, Irregularities, and Breaches, 16

Testing Irregularity, 59

Testing time

INDEX

90

Recommended Order of Administration, 30

Testing Time, 28

Duration and Timing, 30

Training, 8

Training Test, 11, 66

Documents

Test Administration Manual - sd.portal.airast.org · computer adaptive test (CAT) for ELA, Math, or Science. Online, Summative, Test Administration Manual 6 1.0 OVERVIEW OF THE SOUTH